| Year |
Citation |
Score |
| 2014 |
Allor JH, Mathes PG, Roberts JK, Cheatham JP, Al Otaiba S. Is scientifically based reading instruction effective for students with below-average IQs? Exceptional Children. 80: 287-306. DOI: 10.1177/0014402914522208 |
0.694 |
|
| 2011 |
Weiser B, Mathes P. Using Encoding Instruction to Improve the Reading and Spelling Performances of Elementary Students At Risk for Literacy Difficulties A Best-Evidence Synthesis Review of Educational Research. 81: 170-200. DOI: 10.3102/0034654310396719 |
0.538 |
|
| 2011 |
Tong F, Lara-Alecio R, Irby BJ, Mathes PG. The effects of an instructional intervention on dual language development among first-grade hispanic English-learning boys and girls: A two-year longitudinal study Journal of Educational Research. 104: 87-99. DOI: 10.1080/00220670903567364 |
0.646 |
|
| 2010 |
Allor JH, Mathes PG, Jones FG, Champlin TM, Cheatham JP. Individualized Research-Based Reading Instruction for Students with Intellectual Disabilities: Success Stories Teaching Exceptional Children. 42: 6-12. DOI: 10.1177/004005991004200301 |
0.618 |
|
| 2010 |
Denton CA, Nimon K, Mathes PG, Swanson EA, Kethley C, Kurz TB, Shih M. Effectiveness of a supplemental early reading intervention scaled up in multiple schools Exceptional Children. 76: 394-416. DOI: 10.1177/001440291007600402 |
0.652 |
|
| 2010 |
Tong F, Irby BJ, Lara-Alecio R, Yoon M, Mathes PG. Hispanic english learners' responses to longitudinal english instructional intervention and the effect of gender: A multilevel analysis Elementary School Journal. 110: 542-566. DOI: 10.1086/651195 |
0.53 |
|
| 2010 |
Allor JH, Mathes PG, Roberts JK, Cheatham JP, Champlin TM. Comprehensive reading instruction for students with intellectual disabilities: Findings from the first three years of a longitudinal study Psychology in the Schools. 47: 445-466. DOI: 10.1002/Pits.20482 |
0.698 |
|
| 2009 |
Lara-Alecio R, Tong F, Irby BJ, Mathes P. Teachers' Pedagogical Differences During ESL Block Among Bilingual and English-Immersion Kindergarten Classrooms in a Randomized Trial Study Bilingual Research Journal. 32: 77-100. DOI: 10.1080/15235880902965938 |
0.6 |
|
| 2008 |
Barth AE, Stuebing KK, Anthony JL, Denton CA, Mathes PG, Fletcher JM, Francis DJ. Agreement among response to intervention criteria for identifying responder status. Learning and Individual Differences. 18: 296-307. PMID 19081758 DOI: 10.1016/J.Lindif.2008.04.004 |
0.466 |
|
| 2008 |
Tong F, Lara-Alecio R, Irby B, Mathes P, Kwok Om. Accelerating early academic oral English development in transitional bilingual and structured English immersion programs American Educational Research Journal. 45: 1011-1044. DOI: 10.3102/0002831208320790 |
0.495 |
|
| 2008 |
Tong F, Irby BJ, Lara-Alecio R, Mathes PG. English and Spanish Acquisition by Hispanic Second Graders in Developmental Bilingual Programs: A 3-Year Longitudinal Randomized Study Hispanic Journal of Behavioral Sciences. 30: 500-529. DOI: 10.1177/0739986308324980 |
0.605 |
|
| 2007 |
Mathes PG, Pollard-Durodola SD, Cárdenas-Hagan E, Linan-Thompson S, Vaughn S. Teaching struggling readers who are native Spanish speakers: what do we know? Language, Speech, and Hearing Services in Schools. 38: 260-71. PMID 17625052 DOI: 10.1044/0161-1461(2007/027) |
0.621 |
|
| 2007 |
Denton CA, Swanson EA, Mathes PG. Assessment-based instructional coaching provided to reading intervention teachers Reading and Writing. 20: 569-590. DOI: 10.1007/S11145-007-9055-0 |
0.63 |
|
| 2006 |
Vaughn S, Linan-Thompson S, Mathes PG, Cirino PT, Carlson CD, Pollard-Durodola SD, Cardenas-Hagan E, Francis DJ. Effectiveness of Spanish intervention for first-grade English language learners at risk for reading difficulties. Journal of Learning Disabilities. 39: 56-73. PMID 16512083 DOI: 10.1177/00222194060390010601 |
0.676 |
|
| 2006 |
Vaughn S, Cirino PT, Linan-Thompson S, Mathes PG, Carlson CD, Hagan EC, Pollard-Durodola SD, Fletcher JM, Francis DJ. Effectiveness of a Spanish intervention and an English intervention for English-language learners at risk for reading problems American Educational Research Journal. 43: 449-487. DOI: 10.3102/00028312043003449 |
0.69 |
|
| 2006 |
Pollard-Durodola SD, Mathes PG, Vaughn S, Cardenas-Hagan E, Linan-Thompson S. The Role of Oracy in Developing Comprehension in Spanish-Speaking English Language Learners Topics in Language Disorders. 26: 365-384. DOI: 10.1097/00011363-200610000-00008 |
0.546 |
|
| 2006 |
Vaughn S, Mathes P, Linan-Thompson S, Cirino P, Carlson C, Pollard-Durodola S, Cardenas-Hagan E, Francis D. Effectiveness of an English intervention for first-grade English language learners at risk for reading problems Elementary School Journal. 107: 153-180. DOI: 10.1086/510653 |
0.671 |
|
| 2005 |
Mathes PG, Denton CA, Fletcher JM, Anthony JL, Francis DJ, Schatschneider C. The effects of theoretically different instruction and student characteristics on the skills of struggling readers Reading Research Quarterly. 40: 148-182. DOI: 10.1598/Rrq.40.2.2 |
0.407 |
|
| 2005 |
Vaughn S, Mathes PG, Linan-Thompson S, Francis DJ. Teaching English Language Learners At Risk for Reading Disabilities to Read: Putting Research into Practice Learning Disabilities Research and Practice. 20: 58-67. DOI: 10.1111/J.1540-5826.2005.00121.X |
0.574 |
|
| 2003 |
Denton CA, Foorman BR, Mathes PG. Perspective: Schools That “Beat the Odds” Remedial and Special Education. 24: 258-261. DOI: 10.1177/07419325030240050101 |
0.586 |
|
| 2003 |
Mathes PG, Torgesen JK, Clancy-Menchetti J, Santi K, Nicholas K, Robinson C, Grek M. A Comparison of Teacher-Directed versus Peer-Assisted Instruction to Struggling First-Grade Readers The Elementary School Journal. 103: 459-479. DOI: 10.1086/499735 |
0.536 |
|
| 2002 |
Mathes PG, Denton CA. The prevention and identification of reading disability. Seminars in Pediatric Neurology. 9: 185-91. PMID 12350039 DOI: 10.1053/Spen.2002.35498 |
0.349 |
|
| 2002 |
Simos PG, Fletcher JM, Foorman BR, Francis DJ, Castillo EM, Davis RN, Fitzgerald M, Mathes PG, Denton C, Papanicolaou AC. Brain activation profiles during the early stages of reading acquisition. Journal of Child Neurology. 17: 159-63. PMID 12026228 DOI: 10.1177/088307380201700301 |
0.307 |
|
| 2001 |
Allor JH, Fuchs D, Mathes PG. Do Students With and Without Lexical Retrieval Weaknesses Respond Differently to Instruction Journal of Learning Disabilities. 34: 264-275. PMID 15499880 DOI: 10.1177/002221940103400306 |
0.674 |
|
| 2001 |
Mathes PG, Torgesen JK, Allor JH. The Effects of Peer-Assisted Literacy Strategies for First-Grade Readers With and Without Additional Computer-Assisted Instruction in Phonological Awareness American Educational Research Journal. 38: 371-410. DOI: 10.3102/00028312038002371 |
0.633 |
|
| 2000 |
Mathes PG, Torgesen JK. A Call for Equity in Reading Instruction for All Students: A Response to Allington and Woodside-Jiron Educational Researcher. 29: 4-14. DOI: 10.3102/0013189X029006004 |
0.445 |
|
| 1999 |
Mathes PG, Grek ML, Howard JK, Babyak AE, Allen SH. Peer-Assisted Learning Strategies for First-Grade Readers: A Tool for Preventing Early Reading Failure Learning Disabilities Research and Practice. 14: 50-60. DOI: 10.1207/Sldrp1401_5 |
0.665 |
|
| 1997 |
Fuchs D, Fuchs LS, Mathes PG, Simmons DC. Peer-assisted learning strategies: Making classrooms more responsive to diversity American Educational Research Journal. 34: 174-206. DOI: 10.3102/00028312034001174 |
0.669 |
|
| 1997 |
Mathes PG, Fuchs D, Fuchs LS. Cooperative story mapping Remedial and Special Education. 18: 20-27. DOI: 10.1177/074193259701800105 |
0.551 |
|
| 1995 |
Simmons DC, Fuchs LS, Fuchs D, Mathes P, Hodge JP. Effects of Explicit Teaching and Peer Tutoring on the Reading Achievement of Learning-Disabled and Low-Performing Students in Regular Classrooms Elementary School Journal. 95: 387-408. DOI: 10.1086/461851 |
0.648 |
|
| Show low-probability matches. |