Minorities are disproportionately underrepresented in special education: Longitudinal evidence across five disability conditions

Morgan, P.L., Farkas, G., Hillemeier, M.M., Mattison, R.L., Maczuga, S., Li, H., & Cook, M. (2015). Minorities are disproportionately underrepresented in special education: Longitudinal evidence across five disability conditions. Educational Researcher, 44(5), 278-292.

Change over time in first graders’ strategic use of information at point of difficulty in reading

McGee, L.M., Kim, H., Nelson, K.S., & Fried, M.D. (2015). Change over time in first graders’ strategic use of information at point of difficulty in reading. Reading Research Quarterly, 50(3), 263-291.

Teacher modeling using complex informational texts

Fisher, D., & Frey, N. (2015). Teacher modeling using complex informational texts. The Reading Teacher, 69(1), 63-69.

Everyone has a Neil: Possibilities of literacy desiring in writers’ studio

Kuby, C. R., & Rucker, T. L. G. (2015). Everyone has a Neil: Possibilities of literacy desiring in writers’ studio. Language Arts, 92(5), 314-327.

Beyond the rubric: Think-alouds as a diagnostic assessment tool for high school writing teachers

Beck, S.W., Llosa, L., Black, K., & Trzeszkowski-Giese, A. (2015). Beyond the rubric: Think-alouds as a diagnostic assessment tool for high school writing teachers. Journal of Adolescent & Adult Literacy 58(8), 670-681.

Literacy and vulnerability: Shame or growth for readers who struggle

Jaeger, E. L. (2015). Literacy and vulnerability: Shame or growth for readers who struggle. Talking Points, 26(2), 17-25.

Having their lives narrowed down? The state of Black women’s college success

Winkle-Wagner, R. (2015). Having their lives narrowed down? The state of Black women’s college success. Review of Educational Research, 85(2), 171-204.

What teachers should know about Common Core: a guide for the perplexed

Shanahan, T. (2015). What teachers should know about Common Core: a guide for the perplexed. The Reading Teacher 68(8), 583-588.

Teachers’ uses of a learning trajectory in student-centered instructional practices

Wilson, P.H., Sztajn, P., Edgington, C., & Myers, M. (2015). Teachers’ uses of a learning trajectory in student-centered instructional practices. Journal of Teacher Education, 66(33), 227-244.

The multidimensionality of children’s picture books for upper grades

Massey, S.R. (2015). The multidimensionality of children’s picture books for upper grades. English Journal, 104(5), 45-58.

Measurement matters: Assessing personal qualities other than cognitive ability for educational purposes

Duckworth, A.L., & Yeager, D.S. (2015). Measurement matters: Assessing personal qualities other than cognitive ability for educational purposes. Educational Researcher, 44(4), 237-251.

Assessing the cognitive demands of a century of reading curricula: An analysis of reading text and comprehension tasks from 1910 to 2000

Stevens, R. J., Lu, X., Baker, D.P., Ray, M.N., Eckert, S.A., & Gamson, D.A. (2015). Assessing the cognitive demands of a century of reading curricula: An analysis of reading text and comprehension tasks from 1910 to 2000. American Educational Research Journal, 52(3), 582-617.

Learning to read: Should we keep things simple?

Language and Reading Research Consortium. (2015). Learning to read: Should we keep things simple? Reading Research Quarterly, 50(2), 151-169.

Learning cycles that deepen students’ interactions with text

Fisher, D., Frey, N., & Lapp, D. (2015). Learning cycles that deepen students’ interactions with text. Voices from the Middle, 22(4), 15-19.