| Componential skills of beginning writing: An exploratory study YS Kim, S Al Otaiba, C Puranik, JS Folsom, L Greulich, RK Wagner Learning and individual differences 21 (5), 517-525, 2011 | 248 | 2011 |
| To wait in Tier 1 or intervene immediately: A randomized experiment examining first-grade response to intervention in reading S Al Otaiba, CM Connor, JS Folsom, J Wanzek, L Greulich, ... Exceptional children 81 (1), 11-27, 2014 | 224 | 2014 |
| Assessment data–informed guidance to individualize kindergarten reading instruction: Findings from a cluster-randomized control field trial S Al Otaiba, CM Connor, JS Folsom, L Greulich, J Meadows, Z Li The Elementary school journal 111 (4), 535-560, 2011 | 207 | 2011 |
| Evaluating the dimensionality of first-grade written composition YS Kim, S Al Otaiba, JS Folsom, L Greulich, C Puranik American Speech-Language-Hearing Association, 2014 | 130 | 2014 |
| Exploring the amount and type of writing instruction during language arts instruction in kindergarten classrooms CS Puranik, S Al Otaiba, JF Sidler, L Greulich Reading and writing 27, 213-236, 2014 | 117 | 2014 |
| Language, literacy, attentional behaviors, and instructional quality predictors of written composition for first graders YS Kim, S Al Otaiba, JF Sidler, L Gruelich Early Childhood Research Quarterly 28 (3), 461-469, 2013 | 105 | 2013 |
| Predicting first-grade reading performance from kindergarten response to tier 1 instruction S Al Otaiba, JS Folsom, C Schatschneider, J Wanzek, L Greulich, ... Exceptional children 77 (4), 453-470, 2011 | 95 | 2011 |
| The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners YS Kim, SA Otaiba, C Puranik, JS Folsom, L Gruelich Reading and writing 27, 237-253, 2014 | 94 | 2014 |
| Preparing beginning reading teachers: An experimental comparison of initial early literacy field experiences SA Otaiba, VE Lake, L Greulich, JS Folsom, L Guidry Reading and Writing 25, 109-129, 2012 | 91 | 2012 |
| Relations among student attention behaviors, teacher practices, and beginning word reading skill L Sáez, JS Folsom, S Al Otaiba, C Schatschneider Journal of learning disabilities 45 (5), 418-432, 2012 | 88 | 2012 |
| Differentiating Literacy Growth of ELL Students With LD From Other High-Risk Subgroups and General Education Peers: Evidence From Grades 3–10 EJ Solari, Y Petscher, JS Folsom Journal of Learning Disabilities, 2012 | 76 | 2012 |
| Predicting kindergarteners' end-of-year spelling ability based on their reading, alphabetic, vocabulary, and phonological awareness skills, as well as prior literacy experiences SA Otaiba, CS Puranik, DA Rouby, L Greulich, JF Sidler, J Lee Learning Disability Quarterly 33 (3), 171-183, 2010 | 74 | 2010 |
| A Systematic Review of the Relationships Between Principal Characteristics and Student Achievement LT Osborne-Lampkin, JS Folsom, CD Herrington Washington, DC: U.S. Department of Education, Institute of Education …, 2015 | 60* | 2015 |
| The componential model of reading: Predicting first grade reading performance of culturally diverse students from ecological, psychological, and cognitive factors assessed at … M Ortiz, JS Folsom, S Al Otaiba, L Greulich, S Thomas-Tate, CM Connor Journal of Learning Disabilities 45 (5), 406-417, 2012 | 57 | 2012 |
| Educator outcomes associated with implementation of Mississippi’s K–3 early literacy professional development initiative (REL 2017–270) JS Folsom, KG Smith, K Burk, N Oakley Washington, DC: U.S. Department of Education, Institute of Education …, 2017 | 55 | 2017 |
| Professional Development to Differentiate Kindergarten Tier 1 Instruction: Can Already Effective Teachers Improve Student Outcomes by Differentiating Tier 1 Instruction? S Al Otaiba, JS Folsom, J Wanzek, L Greulich, J Waesche, ... Reading & Writing Quarterly, 1-23, 2015 | 40 | 2015 |
| Identifying and intervening with beginning readers who are at-risk for dyslexia: Advances in individualized classroom instruction S Al Otaiba, C Connor, B Foorman, C Schatschneider, L Greulich, ... Perspectives on Language and Literacy, 13-19, 2009 | 27 | 2009 |
| Electronic graphic organizers for learning science vocabulary and concepts: The effects of online synchronous discussion DK Reed, E Jemison, J Sidler-Folsom, A Weber The Journal of Experimental Education 87 (4), 552-574, 2019 | 26 | 2019 |
| Defining summer gain among elementary students with or at risk for reading disabilities DK Reed, AM Aloe, AJ Reeger, JS Folsom Exceptional Children 85 (4), 413-431, 2019 | 23 | 2019 |
| Instruction in district-designed intensive summer reading programs JS Folsom, DK Reed, AM Aloe, SS Schmitz Learning Disability Quarterly 42 (3), 147-160, 2019 | 15 | 2019 |
Carol M ConnorUniversity of California, Irvine在 uci.edu 的电子邮件经过验证
