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Annals of Dyslexia|January 11, 2023
Exploring reading profiles of rural school studentsJohny Daniel, Amy BarthThe Reading Teacher|August 19, 2024
Multicomponent Reading Intervention: A Practitioner's GuideJohny Daniel, Amy Barth, Ethan AnkrumJournal of Clinical and Experimental Neuropsychology|April 27, 2026
Diagnosing dyslexia in adults: what is going wrong and how can we fix it?Julian G Elliott, Johny DanielJournal of Learning Disabilities|November 30, 2020
A Synthesis of the Sustainability of Remedial Reading Intervention Effects for Struggling Adolescent ReadersJohny Daniel, Philip Capin, Paul SteinleAnnals of Dyslexia|August 28, 2024
Identifying students with dyslexia: exploration of current assessment methodsJohny Daniel, Lauryn Clucas, Hsuan-Hui WangJournal of Learning Disabilities|April 30, 2021
The Importance of Baseline Word Reading Skills in Examining Student Response to a Multicomponent Reading InterventionJohny Daniel, Sharon Vaughn, Gregory Roberts, et al.Journal of Learning Disabilities|February 26, 2026
Specific Learning Difficulties: Disparities in IdentificationJohny Daniel, Julian Elliott, Peter Tymms, et al.Reading Research Quarterly|September 3, 2013
Effects of a Response-Based, Tiered Framework for Intervening With Struggling Readers in Middle SchoolGreg Roberts, Sharon Vaughn, Jack Fletcher, et al.Scientific Studies of Reading : the Official Journal of the Society for the Scientific Study of Reading|March 22, 2016
The Relation of Knowledge-Text Integration Processes and Reading Comprehension in 7th- to 12th-Grade StudentsMarcia A Barnes, Yusra Ahmed, Amy Barth, et al.Journal of Deaf Studies and Deaf Education|October 12, 2022
Longitudinal Models of Reading and Mathematics Achievement in Deaf and Hard of Hearing StudentsStephanie W Cawthon, Elizabeth Barker, Johny Daniel, et al.Pageof 3