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Journal of Speech, Language, and Hearing Research : JSLHR|April 2, 2014
Evaluating the dimensionality of first-grade written compositionYoung-Suk Kim, Stephanie Al Otaiba, Jessica S Folsom, et al.Reading and Writing|November 9, 2013
Preparing beginning reading teachers: An experimental comparison of initial early literacy field experiencesStephanie Al Otaiba, Vickie E Lake, Luana Greulich, et al.Learning Disability Quarterly : Journal of the Division for Children with Learning Disabilities|September 16, 2014
Predicting kindergartners' end of year spelling ability from their reading, alphabetic, vocabulary, and phonological awareness skills, and prior literacy experiencesStephanie Al Otaiba, Cynthia Puranik, Aaron D Rouby, et al.Journal of Learning Disabilities|January 10, 2012
The componential model of reading: predicting first grade reading performance of culturally diverse students from ecological, psychological, and cognitive factors assessed at kindergarten entryMiriam Ortiz, Jessica S Folsom, Stephanie Al Otaiba, et al.Reading & Writing Quarterly : Overcoming Learning Difficulties|June 28, 2016
Professional development to differentiate kindergarten Tier 1 instruction: Can already effective teachers improve student outcomes by differentiating Tier 1 instruction?Stephanie Al Otaiba, Jessica S Folsom, Jeannie Wanzek, et al.Exceptional Children|December 23, 2014
To Wait in Tier 1 or Intervene Immediately: A Randomized Experiment Examining First Grade Response to Intervention (RTI) in ReadingStephanie Al Otaiba, Carol M Connor, Jessica S Folsom, et al.Exceptional Children|August 23, 2011
Predicting First Grade Reading Performance from Kindergarten Response to Tier 1 InstructionStephanie Al Otaiba, Jessica S Folsom, Christopher Schatschneider, et al.Pageof 1