| Reading comprehension strategies in secondary content-area classrooms: Teacher use of and attitudes towards reading comprehension instruction M Ness University of Virginia, 2006 | 399 | 2006 |
| Explicit reading comprehension instruction in elementary classrooms: Teacher use of reading comprehension strategies M Ness Journal of Research in Childhood Education 25 (1), 98-117, 2011 | 271 | 2011 |
| Reading comprehension strategies in secondary content-area classrooms M Ness Phi Delta Kappan 89 (3), 229-231, 2007 | 134 | 2007 |
| Teachers’ use of and attitudes toward informational text in K–5 classrooms M Ness Reading psychology 32 (1), 28-53, 2011 | 104 | 2011 |
| Reintroducing dyslexia: Early identification and implications for pediatric practice J Sanfilippo, M Ness, Y Petscher, L Rappaport, B Zuckerman, N Gaab Pediatrics 146 (1), 2020 | 102 | 2020 |
| Supporting Secondary Readers: When Teachers Provide the" What," Not the" How" MK Ness American Secondary Education, 80-95, 2008 | 88 | 2008 |
| Preservice Teachers' Knowledge of and Beliefs About Dyslexia. MK Ness, G Southall Journal of Reading Education 36 (1), 2010 | 60 | 2010 |
| Improving the quality of think‐alouds M Ness, MB Kenny The Reading Teacher 69 (4), 453-460, 2016 | 57 | 2016 |
| The effects of oral and silent reading on reading comprehension N Schimmel, M Ness Reading Psychology 38 (4), 390-416, 2017 | 56 | 2017 |
| Orthographic facilitation of first graders’ vocabulary learning: Does directing attention to print enhance the effect? SJ Chambré, LC Ehri, M Ness Reading and Writing 30, 1137-1156, 2017 | 38 | 2017 |
| When readers ask questions: Inquiry‐based reading instruction M Ness The Reading Teacher 70 (2), 189-196, 2016 | 36 | 2016 |
| Phonological decoding enhances orthographic facilitation of vocabulary learning in first graders SJ Chambrè, LC Ehri, M Ness Reading and Writing 33, 1133-1162, 2020 | 33 | 2020 |
| Beyond who, what, where, when, why, and how: Preparing students to generate questions in the age of common core standards J Humphries, M Ness Journal of Research in Childhood Education 29 (4), 551-564, 2015 | 33 | 2015 |
| Learning from K-5 teachers who think aloud M Ness Journal of Research in Childhood Education 30 (3), 282-292, 2016 | 32 | 2016 |
| The growth of higher educators for social justice: Collaborative professional development in higher education. MK Ness, MA George, KH Turner, J Bolgatz InSight: A Journal of Scholarly Teaching 5, 88-105, 2010 | 31 | 2010 |
| Lessons to learn: Voices from the front lines of Teach For America M Ness Routledge, 2013 | 30 | 2013 |
| Laughing through rereadings: Using joke books to build fluency M Ness The Reading Teacher 62 (8), 691-694, 2009 | 28 | 2009 |
| “Is That How I Really Sound?”: Using iP ads for Fluency Practice M Ness The Reading Teacher 70 (5), 611-615, 2017 | 21 | 2017 |
| Lessons of a first-year teacher M Ness Phi Delta Kappan 82 (9), 700, 2001 | 19 | 2001 |
| Think big with think alouds, grades K-5: A three-step planning process that develops strategic readers M Ness Corwin Press, 2017 | 18 | 2017 |
