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Reading & Writing Quarterly : Overcoming Learning Difficulties|June 28, 2012
Are Attitudes Toward Writing and Reading Separable Constructs? A Study With Primary Grade ChildrenSteve Graham, Virginia Berninger, Robert AbbottJournal of Systems and Integrative Neuroscience|January 28, 2017
Brain connectivity associated with cascading levels of languageTodd Richards, William Nagy, Robert Abbott, et al.Learning Disabilities (Weston, Mass.)|February 23, 2019
Online Writing Processes in Translating Cognition into Language and Transcribing Written Language by Stylus and Keyboard in Upper Elementary and Middle School Students With Persisting Dysgraphia or DyslexiaScott F Beers, Virginia Berninger, Terry Mickail, et al.Journal of Learning Disabilities|January 10, 2016
Relationships of Attention and Executive Functions to Oral Language, Reading, and Writing Skills and Systems in Middle Childhood and Early AdolescenceVirginia Berninger, Robert Abbott, Clayton R Cook, et al.Journal of Writing Research|February 15, 2019
Effects of transcription ability and transcription mode on translation:: Evidence from written compositions, language bursts and pauses when students in grades 4 to 9, with and without persisting dyslexia or dysgraphia, compose by pen or by keyboardScott F Beers, Terry Mickail, Robert Abbott, et al.Creative Education|March 31, 2018
Relationships between Translation and Transcription Processes during fMRI Connectivity Scanning and Coded Translation and Transcription in Writing Products after Scanning in Children with and without Transcription DisabilitiesPeter Wallis, Todd Richards, Peter Boord, et al.Journal of Psychoeducational Assessment|December 18, 2018
Emotional and Behavioral Correlates of Persisting Specific Learning Disabilities in Written Language during Middle Childhood and Early AdolescenceKathleen Nielsen, Kathryn Andria-Habermann, Todd Richards, et al.International Journal of Educational Methodology|August 24, 2018
Understanding Interest and Self-Efficacy in the Reading and Writing of Students with Persisting Specific Learning Disabilities during Middle Childhood and Early AdolescenceRobert Abbott, Terry Mickail, Todd Richards, et al.Trends in Neuroscience and Education|January 31, 2017
Idea units in notes and summaries for read texts by keyboard and pencil in middle childhood students with specific learning disabilities: Cognitive and brain findingsTodd Richards, Stephen Peverly, Amie Wolf, et al.Journal of Systems and Integrative Neuroscience|September 23, 2017
Relationships between Eye Movements during Sentence Reading Comprehension, Word Spelling and Reading, and DTI and fmri Connectivity In Students with and without Dysgraphia or DyslexiaKevin Yagle, Todd Richards, Katie Askren, et al.Pageof 10