Elish-Piper, L., Wold, L.S., & Schwingendorf, K. (2014). Scaffolding high school students’ reading of complex texts using linked text sets. Journal of Adolescent and Adult Literacy, 57(7), 565-574.
“Put an explanation point to make it louder”: Uncovering emergent writing revelations through talk
Tolentino, E.P. (2013). “Put an explanation point to make it louder”: Uncovering emergent writing revelations through talk. Language Arts, 91(1), 10-22.
Grade school children’s social collaborative skills: Links with partner preference and achievement
Ladd, G.W., Kochenderfer-Ladd, B., Visconti, K.J., Ettekal, I., Sechler, C. M., & Cortes, K. I. (2014). Grade school children’s social collaborative skills: Links with partner preference and achievement. American Educational Research Journal, 51(1), 152-183.
Decoding and reading comprehension: A meta-analysis to identify which reader and assessment characteristics influence the strength of the relationship in English
Garcia, J. R., & Cain, K. (2014). Decoding and reading comprehension: A meta-analysis to identify which reader and assessment characteristics influence the strength of the relationship in English. Review of Educational Research, 84(1), 74-111.
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