Summers: Some are reading, some are not! It matters

McGill-Franzen, A., Ward, N., & Cahill, M. (2016). Summers: Some are reading, some are not! It matters.
The Reading Teacher, 69 (6), 585-596.

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.

Teachers’ instruction and students’ vocabulary and comprehension: An exploratory study with English monolingual and Spanish-English bilingual students in grades 3-5

Silverman, R., Proctor, C. P., Harring, J.R., Doyle, B., Mitchell, M.A., & Meyer, A.G. Teachers’ instruction and students’ vocabulary and comprehension: An exploratory study with English monolingual and Spanish-English bilingual students in grades 3-5. Reading Research Quarterly, 49(1), 31-55.

The development of cognitive, language, and cultural skills from age 3 to 6: A comparison between children of Turkish origin and children of native-born German parents and the role of immigrant parents’ acculturation to the receiving society

Becker, B., Klein, O., & Biedinger, N. (2013). The development of cognitive, language, and cultural skills from age 3 to 6: A comparison between children of Turkish origin and children of native-born German parents and the role of immigrant parents’ acculturation to the receiving society. American Educational Research Association Journal, 50(3), 616-649.

Converging trajectories: Reading growth in language minority learners and their classmates, kindergarten to grade 8

Kieffer, Michael J. (2011). Converging trajectories: Reading growth in language minority learners and their classmates, kindergarten to grade 8. American Educational Research Journal, 48(5), 1187-1225.

The racial/ethnic composition of elementary schools and young children’s academic and socioemotional functioning

Benner, Aprile D., & Crosnoe, Robert. (2011). The racial/ethnic composition of elementary schools and young children’s academic and socioemotional functioning. American Educational Research Journal, 48(3), 621-646.

Coleman revisited: School segregation, peers, and frog ponds

Goldsmith, Pat Rubio. (2011). Coleman revisited: School segregation, peers, and frog ponds. American Educational Research Journal, 48(3), 508-535.

The relation between the type and amount of instruction and growth in children's reading competencies

Sonnenschein, S., Stapleton, L. M., & Benson, A. (2010). The relation between the type and amount of instruction and growth in children's reading competencies. American Educational Research Journal, 47(2), 358-389.

Tripartite growth trajectories of reading and math achievement: Tracking national academic progress at primary, middle, and high school levels

Lee, Jaekyung. (2010). Tripartite growth trajectories of reading and math achievement: Tracking national academic progress at primary, middle, and high school levels. American Educational Research Journal, 47(5), 800-832.

Questioning a white male advantage in STEM: Examining disparities in college major by gender and race/ethnicity

Riegle-Crumb, Catherine, & King, Barbara. (2010). Questioning a white male advantage in STEM: Examining disparities in college major by gender and race/ethnicity. Educational Researcher, 39(9), 656-664.

Race, school achievement, and educational inequality: Toward a student-based inquiry perspective

Wiggan, G. (2007). Race, school achievement, and educational inequality: Toward a student-based inquiry perspective. Review of Educational Research, 77(3), 310-333.