Year |
Citation |
Score |
2017 |
Ritchey KD, Palombo K, Silverman RD, Speece DL. Effects of an Informational Text Reading Comprehension Intervention for Fifth-Grade Students Learning Disability Quarterly. 40: 68-80. DOI: 10.1177/0731948716682689 |
0.727 |
|
2015 |
Ritchey KD, Silverman RD, Schatschneider C, Speece DL. Prediction and stability of reading problems in middle childhood. Journal of Learning Disabilities. 48: 298-309. PMID 23886582 DOI: 10.1177/0022219413498116 |
0.757 |
|
2014 |
Case L, Speece D, Silverman R, Schatschneider C, Montanaro E, Ritchey K. Immediate and Long-Term Effects of Tier 2 Reading Instruction for First-Grade Students With a High Probability of Reading Failure Journal of Research On Educational Effectiveness. 7: 28-53. DOI: 10.1080/19345747.2013.786771 |
0.748 |
|
2013 |
Silverman RD, Speece DL, Harring JR, Ritchey KD. Fluency Has a Role in the Simple View of Reading Scientific Studies of Reading. 17: 108-133. DOI: 10.1080/10888438.2011.618153 |
0.733 |
|
2012 |
Ritchey KD, Silverman RD, Montanaro EA, Speece DL, Schatschneider C. Effects of a Tier 2 Supplemental Reading Intervention for At-Risk Fourth Grade Students. Exceptional Children. 78: 318-334. PMID 22685347 DOI: 10.1177/001440291207800304 |
0.736 |
|
2012 |
Ritchey KD, Silverman RD, Montanaro EA, Speece DL, Schatschneider C. Effects of a tier 2 supplemental reading intervention for at-risk fourth-grade students Exceptional Children. 78: 318-334. |
0.709 |
|
2011 |
Speece DL, Schatschneider C, Silverman R, Case LP, Cooper DH, Jacobs DM. IDENTIFICATION OF READING PROBLEMS IN FIRST GRADE WITHIN A RESPONSE-TO-INTERVENTION FRAMEWORK. The Elementary School Journal. 111: 585-607. PMID 22058431 DOI: 10.1086/659032 |
0.598 |
|
2010 |
Speece DL, Ritchey KD, Silverman R, Schatschneider C, Walker CY, Andrusik KN. Identifying Children in Middle Childhood Who Are at Risk for Reading Problems. School Psychology Review. 39: 258-276. PMID 21472039 |
0.634 |
|
2010 |
Case LP, Speece DL, Silverman R, Ritchey KD, Schatschneider C, Cooper DH, Montanaro E, Jacobs D. Validation of a supplemental reading intervention for first-grade children. Journal of Learning Disabilities. 43: 402-17. PMID 20375291 DOI: 10.1177/0022219409355475 |
0.721 |
|
2008 |
Speece DL, Hines SJ. Identifying Children Who Require Different Instruction in a Response to Instruction Framework Perspectives On Language Learning and Education. 15: 34-40. DOI: 10.1044/Lle15.1.34 |
0.751 |
|
2007 |
Hines SJ, Speece DL, Walker CY, Dadeppo LMW. Assessing more than you teach: The difficult case of transfer Reading and Writing. 20: 539-552. DOI: 10.1007/S11145-007-9052-3 |
0.785 |
|
2006 |
Ritchey KD, Speece DL. From letter names to word reading: The nascent role of sublexical fluency Contemporary Educational Psychology. 31: 301-327. DOI: 10.1016/J.Cedpsych.2005.10.001 |
0.748 |
|
2005 |
Speece DL. Hitting the moving target known as reading development: some thoughts on screening children for secondary interventions. Journal of Learning Disabilities. 38: 487-93. PMID 16392689 |
0.353 |
|
2005 |
Speece DL, Ritchey KD. A longitudinal study of the development of oral reading fluency in young children at risk for reading failure. Journal of Learning Disabilities. 38: 387-99. PMID 16329440 DOI: 10.1177/00222194050380050201 |
0.755 |
|
2004 |
Ritchey KD, Speece DL. Early Identification of Reading Disabilities: Current Status and New Directions Assessment For Effective Intervention. 29: 13-24. DOI: 10.1177/073724770402900404 |
0.704 |
|
2004 |
Speece DL, Ritchey KD, Cooper DH, Roth FP, Schatschneider C. Growth in early reading skills from kindergarten to third grade Contemporary Educational Psychology. 29: 312-332. DOI: 10.1016/J.Cedpsych.2003.07.001 |
0.731 |
|
2003 |
Speece DL, Molloy DE, Case LP. STARTING AT THE BEGINNING FOR LEARNING DISABILITIES IDENTIFICATION: RESPONSE TO INSTRUCTION IN GENERAL EDUCATION Advances in Learning and Behavioral Disabilities. 16: 37-50. DOI: 10.1016/S0735-004X(03)16002-8 |
0.441 |
|
2003 |
Case LP, Speece DL, Molloy DE. The Validity of a Response-to-Instruction Paradigm to Identify Reading Disabilities: A Longitudinal Analysis of Individual Differences and Contextual Factors School Psychology Review. 32: 557-582. |
0.375 |
|
2003 |
Speece DL, Mills C, Ritchey KD, Hillman E. Initial evidence that letter fluency tasks are valid indicators of early reading skill Journal of Special Education. 36: 223-233. |
0.768 |
|
2002 |
Speece DL, Shekitka L. How Should Reading Disabilities be Operationalized? A Survey of Experts Learning Disabilities Research and Practice. 17: 118-123. DOI: 10.1111/1540-5826.00038 |
0.352 |
|
2002 |
Cooper DH, Roth FP, Speece DL, Schatschneider C. The contribution of oral language skills to the development of phonological awareness Applied Psycholinguistics. 23: 399-416. DOI: 10.1017/S0142716402003053 |
0.366 |
|
2002 |
Roth FP, Speece DL, Cooper DH. A longitudinal analysis of the connection between oral language and early reading Journal of Educational Research. 95: 259-272. |
0.323 |
|
2001 |
Speece DL, Case LP. Classification in context: An alternative approach to identifying early reading disability Journal of Educational Psychology. 93: 735-749. DOI: 10.1037//0022-0663.93.4.735 |
0.537 |
|
2001 |
MacDonald V, Speece DL. Making time: A teacher's report on her first year of teaching children with emotional disabilities Journal of Special Education. 35: 84-91. |
0.322 |
|
1998 |
Hart ER, Speece DL. Reciprocal Teaching Goes to College: Effects for Postsecondary Students at Risk for Academic Failure Journal of Educational Psychology. 90: 670-681. |
0.436 |
|
1996 |
Roth FP, Speece DL, Cooper DH, De La Paz S. Unresolved mysteries: How do metalinguistic and narrative skills connect with early reading? Journal of Special Education. 30: 257-277. |
0.407 |
|
1990 |
DiVeta SK, Speece DL. The effects of blending and spelling training on the decoding skills of young poor readers Journal of Learning Disabilities. 23: 579-582. PMID 2250140 |
0.321 |
|
1990 |
Cooper DH, Speece DL. Maintaining at-risk children in regular education settings: initial effects of individual differences and classroom environments Exceptional Children. 57: 117-126. PMID 2147419 |
0.397 |
|
1990 |
Cooper DH, Speece DL. Instructional correlates of students’ academic responses: Comparisons between at-risk and control students Early Education and Development. 1: 279-299. DOI: 10.1207/s15566935eed0104_3 |
0.356 |
|
1990 |
Speece DL, Cooper DH, Kibler JM. Dynamic assessment, individual differences, and academic achievement Learning and Individual Differences. 2: 113-127. DOI: 10.1016/1041-6080(90)90019-D |
0.323 |
|
1988 |
Cooper DH, Speece DL. A novel methodology for the study of children at risk for school failure The Journal of Special Education. 22: 186-198. DOI: 10.1177/002246698802200205 |
0.397 |
|
1986 |
McKinney JD, Speece DL. Academic Consequences and Longitudinal Stability of Behavioral Subtypes of Learning Disabled Children Journal of Educational Psychology. 78: 365-372. DOI: 10.1037/0022-0663.78.5.365 |
0.372 |
|
1983 |
McKinney JD, Speece DL. Classroom behavior and the academic progress of learning disabled students Journal of Applied Developmental Psychology. 4: 149-161. DOI: 10.1016/0193-3973(83)90003-5 |
0.395 |
|
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