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Annals of Dyslexia|August 31, 2025
State-level dyslexia laws: a systematic reviewElizabeth Zagata, Michael D CoyneJournal of Learning Disabilities|October 22, 2004
Improving beginning reading instruction and intervention for students with LD: reconciling "all" with "each"Michael D Coyne, Edward J Kame'enui, Deborah C SimmonsNew Directions for Child and Adolescent Development|December 7, 2016
Delving Into the Details: Implementing Multitiered K-3 Reading Supports in High-Priority SchoolsMichael D Coyne, Ashley Oldham, Kaitlin Leonard, et al.Journal of Learning Disabilities|October 21, 2004
Beginning reading intervention as inoculation or insulin: first-grade reading performance of strong responders to kindergarten interventionMichael D Coyne, Edward J Kame'enui, Deborah C Simmons, et al.Journal of Learning Disabilities|March 22, 2008
Indexing response to intervention: a longitudinal study of reading risk from kindergarten through third gradeDeborah C Simmons, Michael D Coyne, Oi-man Kwok, et al.Journal of Learning Disabilities|August 25, 2016
Predictive Validity of Curriculum-Embedded Measures on Outcomes of Kindergarteners Identified as At Risk for Reading DifficultyEric L Oslund, Shanna Hagan-Burke, Deborah C Simmons, et al.Journal of Learning Disabilities|August 24, 2007
Attributes of effective and efficient kindergarten reading intervention: an examination of instructional time and design specificityDeborah C Simmons, Edward J Kame'enui, Beth Harn, et al.Journal of Learning Disabilities|September 24, 2011
The effects and interactions of student, teacher, and setting variables on reading outcomes for kindergartners receiving supplemental reading interventionShanna Hagan-Burke, Michael D Coyne, Oi-Man Kwok, et al.Journal of Learning Disabilities|August 3, 2013
Examining the effects of linking student performance and progression in a tier 2 kindergarten reading interventionDeborah C Simmons, Minjung Kim, Oi-Man Kwok, et al.Pageof 1