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Jessica S. Folsom, Ph.D. - Publications

Affiliations: 
2012 School of Teacher Education Florida State University, Tallahassee, FL, United States 
Area:
Reading Education, Special Education
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19 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
2019 Reed DK, Aloe AM, Reeger AJ, Folsom JS. Defining Summer Gain Among Elementary Students With or at Risk for Reading Disabilities Exceptional Children. 85: 413-431. DOI: 10.1177/0014402918819426  0.614
2018 Quinn J, Folsom J, Petscher Y. Peer Effects on Vocabulary Knowledge: A Linear Quantile Mixed-Modeling Approach Education Sciences. 8: 181. DOI: 10.3390/Educsci8040181  0.556
2018 Folsom JS, Reed DK, Aloe AM, Schmitz SS. Instruction in District-Designed Intensive Summer Reading Programs Learning Disability Quarterly. 42: 147-160. DOI: 10.1177/0731948718765207  0.541
2016 Otaiba SA, Folsom JS, Wanzek J, Greulich L, Wasche J, Schatschneider C, Connor C. Professional development to differentiate kindergarten Tier 1 instruction: Can already effective teachers improve student outcomes by differentiating Tier 1 instruction? Reading & Writing Quarterly : Overcoming Learning Difficulties. 32: 454-476. PMID 27346927 DOI: 10.1080/10573569.2015.1021060  0.768
2015 Otaiba SA, Folsom JS, Wanzek J, Greulich L, Waesche J, Schatschneider C, Connor CM. Professional Development to Differentiate Kindergarten Tier 1 Instruction: Can Already Effective Teachers Improve Student Outcomes by Differentiating Tier 1 Instruction? Reading and Writing Quarterly. 1-23. DOI: 10.1080/10573569.2015.1021060  0.775
2014 Al Otaiba S, Connor CM, Folsom JS, Wanzek J, Greulich L, Schatschneider C, Wagner RK. To Wait in Tier 1 or Intervene Immediately: A Randomized Experiment Examining First Grade Response to Intervention (RTI) in Reading. Exceptional Children. 81: 11-27. PMID 25530622 DOI: 10.1177/0014402914532234  0.797
2014 Kim YS, Al Otaiba S, Puranik C, Folsom JS, Gruelich L. The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners. Reading and Writing. 27: 237-253. PMID 24982590 DOI: 10.1007/S11145-013-9440-9  0.467
2014 Kim YS, Al Otaiba S, Folsom JS, Greulich L, Puranik C. Evaluating the dimensionality of first-grade written composition. Journal of Speech, Language, and Hearing Research : Jslhr. 57: 199-211. PMID 24687472 DOI: 10.1044/1092-4388(2013/12-0152)  0.731
2014 Solari EJ, Petscher Y, Folsom JS. Differentiating literacy growth of ELL students with LD from other high-risk subgroups and general education peers: evidence from grades 3-10. Journal of Learning Disabilities. 47: 329-48. PMID 23124380 DOI: 10.1177/0022219412463435  0.55
2013 Otaiba SA, Lake VE, Greulich L, Folsom JS, Guidry L. Erratum to: Preparing beginning reading teachers: An experimental comparison of initial early literacy field experiences Reading and Writing. 26: 795-797. DOI: 10.1007/s11145-013-9429-4  0.383
2012 Al Otaiba S, Lake VE, Greulich L, Folsom JS, Guidry L. Preparing beginning reading teachers: An experimental comparison of initial early literacy field experiences. Reading and Writing. 25. PMID 24204096 DOI: 10.1007/S11145-010-9250-2  0.809
2012 Ortiz M, Folsom JS, Al Otaiba S, Greulich L, Thomas-Tate S, Connor CM. The componential model of reading: predicting first grade reading performance of culturally diverse students from ecological, psychological, and cognitive factors assessed at kindergarten entry. Journal of Learning Disabilities. 45: 406-17. PMID 22227395 DOI: 10.1177/0022219411431242  0.779
2012 Sáez L, Folsom JS, Al Otaiba S, Schatschneider C. Relations among student attention behaviors, teacher practices, and beginning word reading skill. Journal of Learning Disabilities. 45: 418-32. PMID 22207616 DOI: 10.1177/0022219411431243  0.599
2011 Kim YS, Al Otaiba S, Puranik C, Folsom JS, Greulich L, Wagner RK. Componential skills of beginning writing: An exploratory study. Learning and Individual Differences. 21: 517-525. PMID 22267897 DOI: 10.1016/J.Lindif.2011.06.004  0.771
2011 Al Otaiba S, Folsom JS, Schatschneider C, Wanzek J, Greulich L, Meadows J, Li Z, Connor CM. Predicting First Grade Reading Performance from Kindergarten Response to Tier 1 Instruction. Exceptional Children. 77: 453-470. PMID 21857718 DOI: 10.1177/001440291107700405  0.817
2011 Al Otaiba S, Connor CM, Folsom JS, Greulich L, Meadows J, Li Z. Assessment Data-Informed Guidance to Individualize Kindergarten Reading Instruction: Findings from a Cluster-Randomized Control Field Trial. The Elementary School Journal. 111: 535-560. PMID 21818158 DOI: 10.1086/659031  0.826
2011 Al Otaiba S, Folsom JS, Schatschneider C, Wanzek J, Greulich L, Meadows J, Li Z, Connor CM. Predicting first-grade reading performance from kindergarten response to tier 1 instruction Exceptional Children. 77: 453-470.  0.354
2010 Al Otaiba S, Puranik C, Rouby AD, Greulich L, Folsom JS, Lee J. Predicting kindergartners' end of year spelling ability from their reading, alphabetic, vocabulary, and phonological awareness skills, and prior literacy experiences. Learning Disability Quarterly : Journal of the Division For Children With Learning Disabilities. 33: 171-183. PMID 25221382 DOI: 10.1177/073194871003300306  0.808
2009 Otaiba SA, Connor CM, Foorman B, Greulich L, Folsom JS. Implementing response to intervention: The synergy of beginning reading instruction and early intervening services Advances in Learning and Behavioral Disabilities. 22: 291-316. DOI: 10.1108/S0735-004X(2009)0000022012  0.667
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