☰

Deborah Speece - Publications

Affiliations: 
Special Education University of Maryland, College Park, College Park, MD 
Area:
Special Education, Higher Education
Tree Info Similar researchers PubMed Report error

33 high-probability publications. We are testing a new system for linking publications to authors. You can help! If you notice any inaccuracies, please sign in and mark papers as correct or incorrect matches. If you identify any major omissions or other inaccuracies in the publication list, please let us know.

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
Show low-probability matches.