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Learning Disabilities Center Grant
















A Florida State University Center


Publications and Presentations


The following articles and presentations are part of the work of the Learning Disabilities Center:

Publications


Al Otaiba, S. & Torgesen, J. (2007). Effects from intensive standardized kindergarten and first grade interventions for the prevention of reading difficulties. In S. R. Jimerson, M. K. Burns, & A. M. Van der Heyden (Eds.), The Handbook of Response to Intervention: The Science and Practice of Assessment and Intervention (pp. 212-222). New York, NY: Springer.

Al Otaiba, S. & Lake, V. (2007). Preparing special educators to teach reading: Using classroom-based assessments to judge response to intervention. Reading and Writing (20), 91-617.

Al Otaiba, S., Connor, C. M., Kosanovich, M., Schatschneider, C., Dyrlund, A. K., & Lane, H. (2008). Reading First Kindergarten Classroom Instruction and Students' Phonological Awareness and Decoding Fluency Growth. Journal of School Psychology, 48, 281-314.

Al Otaiba, S., Connor, C., Lane, H., Kosanovich, M., Schatschneider, C., Drylund, A. K., Miller, M. S., & Wright, T. L. (in press). Reading First kindergarten classroom instruction and students’ early literacy growth. Manuscript accepted for the Journal of School Psychology.

Al Otaiba, S., Hosp, J. & Smartt, S. (in press). The challenging role of reading coaches in leaving no child behind, a cautionary tale. Manuscript accepted for the Journal of Educational and Psychological Consultation.

Al Otaiba, S., Pappamihiel, N. E., Petscher, Y., Williams, R. S., Drylund, A. K., & Connor, C. M. (2008). Modeling oral reading fluency development in Latino students: A longitudinal study across second and third grade. Manuscript in review.

Al Otaiba, S., Puranik, C., Zilkowksi, R., & Curran, T. (in press). Effectiveness of early phonological awareness interventions for students with speech or language impairments. Manuscript accepted for publication in Journal of Special Education.

Berninger, V. W., & Wagner, R. K. (2008). Best practices for school psychology assessment and intervention in reading and writing. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V, pp. 1205-1219. Bethesda, MD: National Association of School Psychologists.

Connor, C. M., & Al Otaiba, S. (in press). Literacy. In Encyclopedia of Infant and Early Childhood Development. Kidlington, Oxford UK: Elsevier Limited.

Connor, C. M., Cameron, C. E., Phillips, B., Travis, Q. M., Glasney, S., & Morrison, F. J. (2008). Individualized Instruction and Children’s Literacy, Behavioral and Social Self- regulation in First Grade classrooms. Manuscript review, Developmental Psychology.

Connor, C. M., Jakobsons, L., Crowe, E. C. & Granger, J., (2008). Instruction and student engagement in Reading First classrooms. Manuscript in press, Elementary School Journal.

Connor, C. M., Morrison, F. J., Fishman, B. J., Schatschneider, C., & Underwood, P. (2007). THE EARLY YEARS: Algorithm-Guided Individualized Reading Instruction. Science, 315(5811), 464-465.

Connor, C. M., Morrison, F. J., & Underwood, P. (2007). A Second Chance in Second Grade? The cumulative impact of first and second grade reading instruction on students’ letter-word reading skills. Scientific Studies of Reading.11(3), 199-233.

Connor, C. M., Piasta, S. B., Glasney, S., Schatschneider, C., Fishman, B., Underwood, P., et al. (2008). Individualizing student instruction precisely: Effects of child by instruction interactions on first graders’ literacy development. Manuscript in press at Child Development.

Foorman, B. R., & Al Otaiba, S. (in press). Reading remediation: State of the art. Chapter in K. Pugh, S. Frost, & N. Landi (Eds.), Helping children learn how to read.

Grigorenko, E. L., DeYoung, C. G., Getchell, M., Haeffel, G. J., af Klinteberg, B., Koposov, R. A., Oreland, L., Pakstis, A., Ruchkin, V. V., Yrigollen, C. M. (2007). Exploring interactive effects of genes and environments in etiology of individual differences in reading comprehension. Development and Psychopathology, 19, 1089-1103.

Grigorenko, E. L. (in press). Dynamic assessment and Response to Intervention: Two sides of one coin. Journal of Learning Disabilities.

Grigorenko, E. L., & Naples, A. J. (in press). Learning from What We've Learned about the Genes for Reading: Shared Excitement and Cautious Readiness to Keep Looking. In P. McCardle & K. Pugh (Eds). Helping Children Learn To Read: Current Issues and New Directions in the Integration of Cognition, Neurobiology and Genetics of Reading and Dyslexia. Psychological Press.

Hudson, R. H., High, L., & Al Otaiba, S. (2007). Dyslexia and the brain: What does current research tell us? Manuscript accepted for publication in The Reading Teacher 60(6),506-515.

Lonigan, C. J., Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (2007). Test of preschool early literacy. Austin, TX: Pro-Ed.

Piasta, S. B., & Connor, C. M. (2007). Teachers’ knowledge of literacy, classroom practices, and student reading growth. Manuscript in review, Scientific Studies of Reading.

Piasta, S. B., & Wagner, R. K. (2007). Dyslexia: identification and classification. In E. Grigorenko & A. Napes (Eds.) Single word reading: Behavioral and Biological Perspectives (pp. 309-326). Mahwah, NJ: Erlbaum.

Puranik, C., Petscher, Y., Al Otaiba, S., Catts, H. & Lonigan, C. (in press). Development of oral Reading fluency in children with speech or language impairments: A growth curve analysis. Manuscript accepted for publication in Journal of Learning Disabilities.

Richards, T., Berninger, V., Winn, W., Stock, P., Wagner, R. K., Muse, A., & Maravilla, K. (2007). FMRI activation in children with and without dyslexia during pseudoword aural repeat and visual decode: before and after treatment. Neuropsychology, 21, pp. 732-741.

Schatschneider, C., Wagner, R.K., & Crawford, E.C. (in press). The importance of measuring growth in response to intervention models: Testing a core assumption. To appear in Learning and Individual Differences.

Wagner, R. K. (in press). Rediscovering dyslexia: New approaches for Identification and classification. In Reid, G., Fawcett, A., Manis, F., & Siegel, L. (Eds.), The handbook of dyslexia. Sage Publications.

Wagner, R. K., Muse, A., & Tannenbaum, K. (2007). Promising avenues for better Understanding of vocabulary development for reading comprehension. In R. K. Wagner, A. Muse, & K. Tannenbaum, K. (Eds.), Vocabulary acquisition and its implications for reading comprehension (pp. 276-291). New York: Guilford Press.

Wagner, R. K., Muse, A., & Tannenbaum, K. (Eds.) (2007). Vocabulary acquisition and itsimplications for reading comprehension. New York: Guilford Press.

Wagner, R. K., Muse, A., & Tannenbaum, K. (2007). Promising avenues for better understanding of vocabulary development for reading comprehension. In R. K. Wagner, A. Muse, & K. Tannenbaum, K. (Eds.), Vocabulary acquisition and its implications for reading comprehension (pp. 276-291). New York: Guilford Press.

Wagner, R. K., Phythian-Sence, C., & Tannenbaum, K. (2007). Vocabulary acquisition: A primer. In R. K. Wagner, A. Muse, & Tannenbaum, K. (Eds.), Vocabulary acquisition and its Implications for reading comprehension (pp. 1-14). New York: Guilford Press.

Wagner, R. K., Schatschneider, C. L., & Phythian-Sense, C. (Eds.) (in press). Biological and behavioral bases of reading comprehension. New York: Guilford Press.

Invited Addresses and Presentations


Piasta, S. B., & Wagner, R. K. (2007). Prediction of kindergartners’ alphabetic knowledge: a comprehensive model of letter and child characteristics. Paper presented at the Annual Meeting of the Society for Research in Child Development, Boston, Massachusetts.

Phythian-Sense, C., & Wagner, R. K. (2007). What do children know when they know a word? A study in dimensions of vocabulary knowledge. Poster presented at the Annual Meeting of the Society for Research in Child Development, Boston, Massachusetts.

Puranik, C. & Lonigan, C. J. (2007, July). Young children’s knowledge about writing. Interactive paper presented at the annual meeting of the Society for the Scientific Study of Reading, Prague, Czech Republic.

Puranik, C. & Lonigan, C. J. (2007, November). Relationship between emergent reading, writing, and oral language in preschool children. Poster presented at the American Speech Language Hearing Association Annual Convention, Boston, MA.

Puranik, C. & Lonigan, C. J. (2008, February). Comprehensive assessment and development of early reading and writing. Paper presented at the Pacific Coast Reading Conference, San Diego, CA.

Puranik, C. & Lonigan, C. (2008, March). Emergent writing in preschoolers: Preliminary evidence for a theoretical framework. Poster presentation at the American Educational Research Association Annual Conference, New York.

Puranik, C. & Lonigan, C. (2007, June). Development of emergent writing and its relationship to oral language and reading in preschool children. Poster presented at the Institute of Educational Sciences Research Conference, Washington, D.C.

Schatschneider, C. (February, 2007). Reading Difficulties: Classification and Issues of Prediction. Paper presented at the 16th Annual Pacific Coast Research Conference. San Diego, CA.

Schatschneider, C. (October, 2007). RTI as a Means of Classifying Students with a Reading Disability. Paper presented at the 58th Annual International Dyslexia Association Conference. Dallas, TX.

Schatschneider, C., Taylor, J.E., Petrill, S.A., & Hart, S. (February, 2008). The Genetics of RTI: Preliminary Results from the Florida Twin Project. Plenary session paper presented at the 17th Annual Pacific Coast Research Conference. San Diego, CA.

Wagner, R. K. (2007). The role of vocabulary in specific reading comprehension disability. Paper presented at the Annual Meeting of the Society for the Scientific Study of Reading, Prague, The Czech Republic.

Wagner, R. K. (2007). Large-scale classification studies of dyslexia. Invited address to the 10th National Conference on Dyslexia, Jyvaskyla, Finland.

Wagner, R. K. (2007). NIH multidisciplinary learning disabilities center. Invited address to the 10th National Conference on Dyslexia, Jyvaskyla, Finland

Wagner, R. K. (2007). New approaches for identification and classification. Invited address to the 34th Annual Conference on Dyslexia and Related Learning Disabilities of the New York Branch of the International Dyslexia Association.

Wagner, R. K. (2007). Prediction and prevention of learning disabilities. Invited address to the 57th Annual Conference of the International Dyslexia Association. Wagner, R. K., Alotaiba, S., Lonigan, C. L., & Schatschneider, C. J. (2007). The Florida NIH Learning Disabilities Center. Paper presented at the Pacific Coast Research Conference, Coronado, California.

Wagner, R. K., & Rashotte, C. A. (2007). Origins of individual and developmental differences in reading comprehension. Paper presented at the Annual Meeting of the Society for Research in Child Development, Boston, Massachusetts.

Wagner, R. K. (2008). Prediction and prevention of learning disabilities. Invited address to Southwestern Branch of the International Dyslexia Association.