| Fluency and comprehension gains as a result of repeated reading: A meta-analysis WJ Therrien Remedial and special education 25 (4), 252-261, 2004 | 1271 | 2004 |
| Explicit instruction: Historical and contemporary contexts CA Hughes, JR Morris, WJ Therrien, SK Benson Learning Disabilities Research & Practice 32 (3), 140-148, 2017 | 317 | 2017 |
| Developing reading fluency with repeated reading WJ Therrien, RM Kubina Jr Intervention in school and clinic 41 (3), 156-160, 2006 | 275 | 2006 |
| Effect of a combined repeated reading and question generation intervention on reading achievement WJ Therrien, K Wickstrom, K Jones Learning Disabilities Research & Practice 21 (2), 89-97, 2006 | 226 | 2006 |
| Science instruction for students with learning disabilities: A meta–analysis WJ Therrien, JC Taylor, JL Hosp, ER Kaldenberg, J Gorsh Learning Disabilities Research & Practice 26 (4), 188-203, 2011 | 203 | 2011 |
| Comparison of Repeated Reading and Question Generation on Students' Reading Fluency and Comprehension. WJ Therrien, C Hughes Learning disabilities: A contemporary journal 6 (1), 1-16, 2008 | 165 | 2008 |
| Science education for students with special needs MG Villanueva, J Taylor, W Therrien, B Hand Studies in Science Education 48 (2), 187-215, 2012 | 145 | 2012 |
| Promoting open science to increase the trustworthiness of evidence in special education BG Cook, JW Lloyd, D Mellor, BA Nosek, WJ Therrien Exceptional Children 85 (1), 104-118, 2018 | 143 | 2018 |
| Reading instruction in science for students with learning disabilities: A meta-analysis ER Kaldenberg, SJ Watt, WJ Therrien Learning disability quarterly 38 (3), 160-173, 2015 | 143 | 2015 |
| Recommendations for replication research in special education: A framework of systematic, conceptual replications MD Coyne, BG Cook, WJ Therrien Remedial and Special Education 37 (4), 244-253, 2016 | 138 | 2016 |
| Replication research and special education JC Travers, BG Cook, WJ Therrien, MD Coyne Remedial and Special Education 37 (4), 195-204, 2016 | 128 | 2016 |
| Boosting fluency and comprehension to improve reading achievement WJ Therrien, S Gormley, RM Kubina Teaching Exceptional Children 38 (3), 22-26, 2006 | 97 | 2006 |
| Improving critical thinking growth for disadvantaged groups within elementary school science: A randomized controlled trial using the Science Writing Heuristic approach B Hand, MC Shelley, M Laugerman, L Fostvedt, W Therrien Science Education 102 (4), 693-710, 2018 | 94 | 2018 |
| Null effects and publication bias in special education research BG Cook, WJ Therrien Behavioral Disorders 42 (4), 149-158, 2017 | 80 | 2017 |
| Meta-analysis of criterion validity for curriculum-based measurement in written language JE Romig, WJ Therrien, JW Lloyd The Journal of Special Education 51 (2), 72-82, 2017 | 78 | 2017 |
| Science instruction for students with emotional and behavioral disorders WJ Therrien, JC Taylor, S Watt, ER Kaldenberg Remedial and Special Education 35 (1), 15-27, 2014 | 75 | 2014 |
| Comparison of a reading fluency intervention with and without passage repetition on reading achievement WJ Therrien, JF Kirk, S Woods-Groves Remedial and Special Education 33 (5), 309-319, 2012 | 68 | 2012 |
| The importance of context in repeated reading WJ Therrien, RM Kubina Reading Improvement 44 (4), 179, 2007 | 67 | 2007 |
| A teacher's guide to meta-analysis DR Banda, WJ Therrien Teaching Exceptional Children 41 (2), 66-71, 2008 | 60 | 2008 |
| Language, access, and power in the elementary science classroom E Schoerning, B Hand, M Shelley, W Therrien Science Education 99 (2), 238-259, 2015 | 59 | 2015 |
Bryan CookProfessor of Special Education, University of Virginia在 virginia.edu 的电子邮件经过验证
