| Year |
Citation |
Score |
| 2022 |
Connor CM, May H, Sparapani N, Hwang JK, Adams A, Wood TS, Siegal S, Wolfe C, Day S. Bringing Assessment-to-Instruction (A2i) Technology to Scale: Exploring the Process from Development to Implementation. Journal of Educational Psychology. 114: 1495-1532. PMID 37305063 DOI: 10.1037/edu0000758 |
0.365 |
|
| 2020 |
Yang D, Zargar E, Adams AM, Day SL, Connor CM. Using Interactive E-Book User Log Variables to Track Reading Processes and Predict Digital Learning Outcomes: Assessment For Effective Intervention. 153450842094193. DOI: 10.1177/1534508420941935 |
0.343 |
|
| 2020 |
McLean L, Sparapani N, Connor CM, Day S. Students’ problem behaviors and teachers’ warmth and demand as predictors of students’ classroom instructional experiences in first grade Contemporary Educational Psychology. 61: 101863. DOI: 10.1016/J.Cedpsych.2020.101863 |
0.408 |
|
| 2019 |
Sparapani N, Connor CM, Day S, Wood T, Ingebrand S, McLean L, Phillips B. Profiles of Foundational Learning Components among First Graders. Learning and Individual Differences. 70: 216-227. PMID 30923436 DOI: 10.1016/J.Lindif.2016.07.008 |
0.464 |
|
| 2019 |
Connor CM, Day SL, Zargar E, Wood TS, Taylor KS, Jones MR, Hwang JK. Building Word Knowledge, Learning Strategies, and Metacognition with the Word-Knowledge E-Book. Computers & Education. 128: 284-311. PMID 30923418 DOI: 10.1016/J.Compedu.2018.09.016 |
0.468 |
|
| 2018 |
Sparapani N, Connor CM, McLean L, Wood T, Toste J, Day S. Direct and Reciprocal Effects among Social Skills, Vocabulary, and Reading Comprehension in First Grade. Contemporary Educational Psychology. 53: 159-167. PMID 30078933 DOI: 10.1016/J.Cedpsych.2018.03.003 |
0.361 |
|
| 2017 |
Day SL, Connor CM. Examining the relations between self-regulation and achievement in third grade students. Assessment For Effective Intervention : Official Journal of the Council For Educational Diagnostic Services. 42: 97-109. PMID 28439211 DOI: 10.1177/1534508416670367 |
0.384 |
|
| 2016 |
Connor CM, Day SL, Phillips B, Sparapani N, Ingebrand SW, McLean L, Barrus A, Kaschak MP. Reciprocal Effects of Self-Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School. Child Development. PMID 27264645 DOI: 10.1111/Cdev.12570 |
0.429 |
|
| 2015 |
Connor CM, Radach R, Vorstius C, Day SL, McLean L, Morrison FJ. Individual differences in fifth graders' reading and language predict their comprehension monitoring development: An eye-movement study. Scientific Studies of Reading : the Official Journal of the Society For the Scientific Study of Reading. 19: 114-134. PMID 27065721 DOI: 10.1080/10888438.2014.943905 |
0.362 |
|
| 2015 |
Day SL, Connor CM, McClelland MM. Children's behavioral regulation and literacy: The impact of the first grade classroom environment. Journal of School Psychology. 53: 409-28. PMID 26407837 DOI: 10.1016/J.Jsp.2015.07.004 |
0.445 |
|
| 2015 |
Sparapani N, Connor CMD, Day S, Wood T, Ingebrand S, McLean L, Phillips B. Profiles of foundational learning skills among first graders Learning and Individual Differences. DOI: 10.1016/j.lindif.2016.07.008 |
0.44 |
|
| 2014 |
Connor CM, Spencer M, Day SL, Giuliani S, Ingebrand SW, McLean L, Morrison FJ. Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders' vocabulary and reading comprehension outcomes. Journal of Educational Psychology. 106: 762-778. PMID 25400293 DOI: 10.1037/A0035921 |
0.47 |
|
| 2012 |
Skibbe LE, Phillips BM, Day SL, Brophy-Herb HE, Connor CM. Children's early literacy growth in relation to classmates' self-regulation Journal of Educational Psychology. 104: 541-553. DOI: 10.1037/A0029153 |
0.447 |
|
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