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Frontiers in Psychology|April 18, 2018
Inhibition, Updating Working Memory, and Shifting Predict Reading Disability Symptoms in a Hybrid Model: Project KIDSMia C Daucourt, Christopher Schatschneider, Carol M Connor, et al.The Elementary School Journal|August 6, 2011
Assessment Data-Informed Guidance to Individualize Kindergarten Reading Instruction: Findings from a Cluster-Randomized Control Field TrialStephanie Al Otaiba, Carol M Connor, Jessica Sidler Folsom, et al.Scientific Studies of Reading : the Official Journal of the Society for the Scientific Study of Reading|April 12, 2016
Individual differences in fifth graders' reading and language predict their comprehension monitoring development: An eye-movement studyCarol McDonald Connor, Ralph Radach, Christian Vorstius, 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.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.Journal of Educational Psychology|November 18, 2014
Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders' vocabulary and reading comprehension outcomesCarol McDonald Connor, Mercedes Spencer, Stephanie L Day, et al.Immunology and Cell Biology|December 22, 2010
Evaluating vaccinia virus cytokine co-expression in TLR GKO miceDuncan B Sutherland, Charani Ranasinghe, Matthias Regner, 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.Journal of Deaf Studies and Deaf Education|February 14, 2020
Language and Reading Progress of Young Deaf and Hard-of-Hearing ChildrenShirin D Antia, Amy R Lederberg, Susan Easterbrooks, et al.Child Development|June 7, 2016
Reciprocal Effects of Self-Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary SchoolCarol McDonald Connor, Stephanie L Day, Beth Phillips, et al.Pageof 3