Amy E. Barth, Ph.D.

Affiliations: 
2006 University of Kansas, Lawrence, KS, United States 
Area:
language and literacy
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"Amy Barth"

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Hugh Catts grad student 2006 University of Kansas
 (An investigation of the reading -related component skills underlying reading fluency of adolescent readers.)
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Publications

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Barth AE, Thomas CN. (2021) Scaffolding Inference-making for Adolescents with Disabilities that Impact Reading. Intervention in School and Clinic. 57: 219-226
Barth AE, Daniel J, Roberts G, et al. (2021) The Role of Knowledge Availability in Forming Inferences with Rural Middle Grade English Learners. Learning and Individual Differences. 88
Solís M, Scammacca N, Barth AE, et al. (2017) Text-based Vocabulary Intervention Training Study: Supporting Fourth Graders with Low Reading Comprehension and Learning Disabilities. Learning Disabilities (Weston, Mass.). 15: 103-115
Barth AE, Vaughn S, Capin P, et al. (2016) Effects of a Text-processing Comprehension Intervention on Struggling Middle School Readers. Topics in Language Disorders. 36: 368-389
Barth AE, Elleman A. (2016) Evaluating the Impact of a Multistrategy Inference Intervention for Middle-Grade Struggling Readers. Language, Speech, and Hearing Services in Schools. 1-11
Barnes MA, Stuebing K, Fletcher JM, et al. (2016) Cognitive Difficulties in Struggling Comprehenders and their Relation to Reading Comprehension: A Comparison of Group Selection and Regression-Based Models. Journal of Research On Educational Effectiveness. 9: 153-172
Barnes MA, Stuebing KK, Fletcher JM, et al. (2016) Cognitive Difficulties in Struggling Comprehenders and Their Relation to Reading Comprehension: A Comparison of Group Selection and Regression-Based Models Journal of Research On Educational Effectiveness. 9: 153-172
Barth AE, Vaughn S, McCulley EV. (2015) The Effects of Blended Text-Processing and Linguistic Comprehension Interventions Among Struggling Middle-School Readers. International Journal For Research in Learning Disabilities. 2: 2-17
Barnes MA, Ahmed Y, Barth A, et al. (2015) The Relation of Knowledge-Text Integration Processes and Reading Comprehension in 7th- to 12th-Grade Students. Scientific Studies of Reading : the Official Journal of the Society For the Scientific Study of Reading. 19: 253-272
Stuebing KK, Barth AE, Trahan LH, et al. (2015) Are Child Cognitive Characteristics Strong Predictors of Responses to Intervention? A Meta-Analysis. Review of Educational Research. 85: 395-429
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