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Psicothema|November 4, 2010
Response to instruction, English language learners and disproportionate representation: the role of assessmentSylvia Linan-ThompsonSeminars in Speech and Language|April 29, 2009
Response to intervention and English-language learners: instructional and assessment considerationsSylvia Linan-Thompson, Alba A OrtizJournal of Learning Disabilities|March 22, 2008
Intensifying instruction: Does additional instructional time make a difference for the most at-risk first graders?Beth A Harn, Sylvia Linan-Thompson, Gregory RobertsJournal of Learning Disabilities|September 29, 2006
The response to intervention of English language learners at risk for reading problemsSylvia Linan-Thompson, Sharon Vaughn, Kathryn Prater, et al.Assessment for Effective Intervention : Official Journal of the Council for Educational Diagnostic Services|April 12, 2011
Differences in the Relationship of Oral Reading Fluency and High-Stakes Measures of Reading ComprehensionJeanne Wanzek, Greg Roberts, Sylvia Linan-Thompson, et al.Language, Speech, and Hearing Services in Schools|July 13, 2007
Teaching struggling readers who are native Spanish speakers: what do we know?Patricia G Mathes, Sharolyn D Pollard-Durodola, Elsa Cárdenas-Hagan, et al.Journal of Learning Disabilities|March 22, 2008
Predicting reading success in a multilevel schoolwide reading model: a retrospective analysisDavid J Chard, Mike Stoolmiller, Beth A Harn, et al.Journal of Learning Disabilities|March 4, 2006
Effectiveness of Spanish intervention for first-grade English language learners at risk for reading difficultiesSharon Vaughn, Sylvia Linan-Thompson, Patricia G Mathes, et al.Pageof 1