| Reading achievement declines during the COVID-19 pandemic: evidence from 5 million US students in grades 3–8 M Kuhfeld, K Lewis, T Peltier Reading and Writing 36 (2), 245-261, 2023 | 68 | 2023 |
| Using conceptual change theory to help preservice teachers understand dyslexia TK Peltier, BC Heddy, C Peltier Annals of Dyslexia 70, 62-78, 2020 | 52 | 2020 |
| What do teachers know about dyslexia? It’s complicated! TK Peltier, EK Washburn, BC Heddy, E Binks-Cantrell Reading and Writing 35 (9), 2077-2107, 2022 | 44 | 2022 |
| Measuring Special Education Preservice Teachers' Knowledge, Reflective Ability, and Tutored Student Outcomes on Foundational Literacy Skills. TK Peltier, EK Washburn, JM Pulos, C Peltier Insights into Learning Disabilities 17 (1), 1-33, 2020 | 30 | 2020 |
| Are students with mathematics learning disabilities receiving FAPE?: Insights from a descriptive review of individualized education programs BL Hott, S Morano, C Peltier, J Pulos, T Peltier Learning Disabilities Research & Practice 35 (4), 170-179, 2020 | 26 | 2020 |
| Translating the science of reading screening into practice: Policies and their implications Z Barnes, T Peltier Perspectives on Language and Literacy, 2022 | 8 | 2022 |
| Using the SRSD instructional approach for argumentative writing: A look across the content areas C Peltier, JD Garwood, J McKenna, T Peltier, J Sendra Learning Disabilities Research & Practice 36 (3), 224-234, 2021 | 8 | 2021 |
| Dyslexia knowledge questionnaire TK Peltier, BC Heddy, C Peltier | 8 | 2020 |
| A systematic review of student-mediated math interventions for students with emotional or behavior disorders C Peltier, KL Morin, KJ Vannest, A Haas, JM Pulos, TK Peltier Journal of Behavioral Education 31 (1), 216-242, 2022 | 7 | 2022 |
| " State Standards and IEP Goals. A lot of TPT Products": What Resources Early Childhood Educators Report Using to Plan Mathematics Instruction. C Peltier, T Peltier, T Werthen, A Heuer Learning Disabilities: A Contemporary Journal 18 (2), 153-166, 2020 | 3 | 2020 |
| “Trends Come and Go”: Early Childhood Rural Special Education Teachers’ Use of Reported Practices During Mathematics Instruction C Peltier, TK Peltier, BL Hott, A Heuer, T Werthen Rural Special Education Quarterly 40 (4), 214-225, 2021 | 2 | 2021 |
| Mining Instruction From Student Mistakes: Conducting an Error Analysis for Mathematical Problem Solving C Peltier, TK Peltier Beyond Behavior 29 (3), 141-151, 2020 | 2 | 2020 |
| “Trends Come and Go”: How Early Childhood Rural Special Education Teachers’ Reported Mathematics Practices Differ From Others C Peltier, BL Hott, TK Peltier, A Heuer, T Werthen OSF, 2020 | 1 | 2020 |
| Helping preservice teachers understand dyslexia: a study on conceptual change and engagement with three text conditions T Peltier | | 2022 |
| Examining the Efficacy and Efficiency of Word-Feature Feedback in Reading Instruction for Students With Intellectual Disability. E Lindström, K McFadden, TK Peltier, C Nielsen, C Peltier EdArXiv, 2022 | | 2022 |
| Teacher Implementation of Schema-Based Instruction C Peltier, E Kuntz, TK Peltier, H Eisel OSF, 2020 | | 2020 |
| “State standards and IEP goals. A lot of TPT products.” What Early Childhood Educators Report Using to Plan Mathematics Instruction C Peltier, TK Peltier, T Werthen, A Heuer EdArXiv, 0 | | |
Corey PeltierThe University of Oklahoma在 ou.edu 的电子邮件经过验证
