| Year |
Citation |
Score |
| 2021 |
Tock JL, Quinn JM, Otaiba SA, Petscher Y, Wanzek J. Establishing a Reading Mindset Measure: A Validation Study. Assessment For Effective Intervention : Official Journal of the Council For Educational Diagnostic Services. 46: 281-291. PMID 34737678 DOI: 10.1177/1534508420936753 |
0.324 |
|
| 2020 |
Wanzek J, Otaiba SA, Petscher Y, Lemons CJ, Gesel SA, Fluhler S, Donegan RE, Rivas BK. Comparing the Effects of Reading Intervention Versus Reading and Mindset Intervention for Upper Elementary Students With Reading Difficulties. Journal of Learning Disabilities. 22219420949281. PMID 32814508 DOI: 10.1177/0022219420949281 |
0.526 |
|
| 2020 |
Werfel KL, Otaiba SA, Kim Y, Wanzek J. Linguistic Predictors of Single-Word Spelling in First-Grade Students With Speech and/or Language Impairments: Remedial and Special Education. 74193252091885. DOI: 10.1177/0741932520918858 |
0.411 |
|
| 2020 |
Wanzek J, Otaiba SA, Schatschneider C, Donegan RE, Rivas B, Jones F, Petscher Y. Intensive Intervention for Upper Elementary Students With Severe Reading Comprehension Difficulties Journal of Research On Educational Effectiveness. 13: 408-429. DOI: 10.1080/19345747.2019.1710886 |
0.549 |
|
| 2020 |
Baker DL, Ma H, Polanco P, Conry JM, Kamata A, Otaiba SA, Ward W, Cole R. Development and promise of a vocabulary intelligent tutoring system for Second-Grade Latinx English learners Journal of Research On Technology in Education. 1-25. DOI: 10.1080/15391523.2020.1762519 |
0.377 |
|
| 2019 |
Clemens NH, Hsiao Y, Simmons LE, Kwok O, Greene EA, Soohoo MM, Henri MA, Luo W, Prickett C, Rivas B, Otaiba SA. Predictive Validity of Kindergarten Progress Monitoring Measures Across the School Year: Application of Dominance Analysis: Assessment For Effective Intervention. 44: 241-255. DOI: 10.25384/Sage.C.4114967.V1 |
0.351 |
|
| 2019 |
Cruz VMDL, Otaiba SA, Hsiao Y, Clemens NH, Jones FG, Rivas BK, Brewer EA, Hagan-Burke S, Simmons LE. The Prevalence and Stability of Challenging Behaviors and Concurrent Early Literacy Growth among Kindergartners at Reading Risk Elementary School Journal. 120: 220-242. DOI: 10.1086/705785 |
0.432 |
|
| 2018 |
Connor CM, Phillips BM, Kim YG, Lonigan CJ, Kaschak MP, Crowe E, Dombek J, Otaiba SA. Examining the Efficacy of Targeted Component Interventions on Language and Literacy for Third and Fourth Graders Who are at Risk of Comprehension Difficulties. Scientific Studies of Reading : the Official Journal of the Society For the Scientific Study of Reading. 22: 462-484. PMID 30930619 DOI: 10.1080/10888438.2018.1481409 |
0.454 |
|
| 2018 |
Allor JH, Gifford DB, Jones FG, Otaiba SA, Yovanoff P, Ortiz MB, Cheatham JP. The Effects of a Text-Centered Literacy Curriculum for Students With Intellectual Disability. American Journal On Intellectual and Developmental Disabilities. 123: 474-494. PMID 30198763 DOI: 10.1352/1944-7558-123.5.474 |
0.616 |
|
| 2018 |
Puranik CS, Petscher Y, Otaiba SA, Lemons CJ. Improving Kindergarten Students’ Writing Outcomes Using Peer-Assisted Strategies Elementary School Journal. 118: 680-710. DOI: 10.1086/697432 |
0.587 |
|
| 2017 |
Lee JAC, Otaiba SA. End-of-Kindergarten Spelling Outcomes: How Can Spelling Error Analysis Data Inform Beginning Reading Instruction? Reading & Writing Quarterly : Overcoming Learning Difficulties. 33: 226-238. PMID 28706433 DOI: 10.1080/10573569.2016.1165639 |
0.369 |
|
| 2017 |
Wanzek J, Petscher Y, Otaiba SA, Rivas BK, Jones FG, Kent SC, Schatschneider C, Mehta P. Effects of a year long supplemental reading intervention for students with reading difficulties in fourth grade. Journal of Educational Psychology. 109: 1103-1119. DOI: 10.1037/Edu0000184 |
0.583 |
|
| 2016 |
Lemons CJ, Otaiba SA, Conway SJ, Cruz VMDL. Improving Professional Development to Enhance Reading Outcomes for Students in Special Education. New Directions For Child and Adolescent Development. 2016: 87-104. PMID 27922218 DOI: 10.1002/Cad.20177 |
0.518 |
|
| 2016 |
Otaiba SA, Folsom JS, Wanzek J, Greulich L, Wasche J, Schatschneider C, Connor C. Professional development to differentiate kindergarten Tier 1 instruction: Can already effective teachers improve student outcomes by differentiating Tier 1 instruction? Reading & Writing Quarterly : Overcoming Learning Difficulties. 32: 454-476. PMID 27346927 DOI: 10.1080/10573569.2015.1021060 |
0.578 |
|
| 2015 |
Otaiba SA, Wanzek J, Yovanoff P. Response to Intervention. European Scientific Journal. 2015: 260-264. PMID 26877787 |
0.4 |
|
| 2015 |
Lemons CJ, King SA, Davidson KA, Puranik CS, Fulmer D, Mrachko AA, Partanen J, Otaiba SA, Fidler DJ. Adapting Phonological Awareness Interventions for Children With Down Syndrome Based on the Behavioral Phenotype: A Promising Approach? Intellectual and Developmental Disabilities. 53: 271-88. PMID 26214557 DOI: 10.1352/1934-9556-53.4.271 |
0.348 |
|
| 2015 |
Kim YS, Puranik C, Otaiba SA. Developmental trajectories of writing skills in first grade: Examining the effects of SES and language and/or speech impairments. The Elementary School Journal. 115: 593-613. PMID 26146410 DOI: 10.1086/681971 |
0.382 |
|
| 2015 |
Lee JA, Otaiba SA. Socioeconomic and gender group differences in early literacy skills: a multiple-group confirmatory factor analysis approach. Educational Research and Evaluation : An International Journal On Theory and Practice. 21: 40-59. PMID 25750582 DOI: 10.1080/13803611.2015.1010545 |
0.332 |
|
| 2015 |
Dombek JL, Otaiba SA. Curriculum-Based Measurement for Beginning Writers (K–2) Intervention in School and Clinic. 51: 276-283. DOI: 10.1177/1053451215606691 |
0.57 |
|
| 2015 |
Otaiba SA, Folsom JS, Wanzek J, Greulich L, Waesche J, Schatschneider C, Connor CM. Professional Development to Differentiate Kindergarten Tier 1 Instruction: Can Already Effective Teachers Improve Student Outcomes by Differentiating Tier 1 Instruction? Reading and Writing Quarterly. 1-23. DOI: 10.1080/10573569.2015.1021060 |
0.734 |
|
| 2014 |
Otaiba SA, Kim YS, Wanzek J, Petscher Y, Wagner RK. Long Term Effects of First Grade Multi-Tier Intervention. Journal of Research On Educational Effectiveness. 7: 250-267. PMID 25346781 DOI: 10.1080/19345747.2014.906692 |
0.452 |
|
| 2013 |
Kim YS, Otaiba SA, Sidler JF, Gruelich L. Language, literacy, attentional behaviors, and instructional quality predictors of written composition for first graders. Early Childhood Research Quarterly. 28: 461-469. PMID 24062600 DOI: 10.1016/J.Ecresq.2013.01.001 |
0.429 |
|
| 2013 |
Cheng JLA, Otaiba SA. Language and Literacy Profiles: A Mixture Modeling Approach Procedia - Social and Behavioral Sciences. 97: 114-121. DOI: 10.1016/J.Sbspro.2013.10.211 |
0.438 |
|
| 2012 |
Almond RG, Tokac U, Otaiba SA. Using POMDPs to forecast kindergarten students reading comprehension Ceur Workshop Proceedings. 962: 1-7. |
0.375 |
|
| 2010 |
Otaiba SA, Puranik CS, Rouby DA, Greulich L, Sidler JF, Lee J. Predicting kindergarteners' end-of-year spelling ability based on their reading, alphabetic, vocabulary, and phonological awareness skills, as well as prior literacy experiences Learning Disability Quarterly. 33: 171-183. DOI: 10.1177/073194871003300306 |
0.307 |
|
| 2010 |
Calhoon MB, Otaiba SA, Greenberg D. Spelling Knowledge: Implications for Instruction and Intervention Learning Disability Quarterly. 33: 145-147. DOI: 10.1177/073194871003300303 |
0.637 |
|
| 2009 |
Otaiba SA, Connor CM, Foorman B, Greulich L, Folsom JS. Implementing response to intervention: The synergy of beginning reading instruction and early intervening services Advances in Learning and Behavioral Disabilities. 22: 291-316. DOI: 10.1108/S0735-004X(2009)0000022012 |
0.651 |
|
| 2007 |
Calhoon MB, Otaiba SA, Cihak D, King A, Avalos A. Effects of a peer-mediated program on reading skill acquisition for two-way bilingual first-grade classrooms Learning Disability Quarterly. 30: 169-184. DOI: 10.2307/30035562 |
0.565 |
|
| 2006 |
Otaiba SA, Rivera MO. Individualizing Guided Oral Reading Fluency Instruction for Students With Emotional and Behavioral Disorders Intervention in School and Clinic. 41: 144-149. DOI: 10.1177/10534512060410030301 |
0.516 |
|
| 2006 |
Calhoon MB, Otaiba SA, Greenberg D, King A, Avalos A. Improving Reading Skills in Predominantly Hispanic Title 1 First-Grade Classrooms: The Promise of Peer-Assisted Learning Strategies Learning Disabilities Research and Practice. 21: 261-272. DOI: 10.1111/J.1540-5826.2006.00222.X |
0.605 |
|
| 2005 |
Otaiba SA, Clancy-Menchetti J, Schatschneider C. Examining the Effects of Professional Development to Improve Early Reading Instruction: How Strong is the Causal Chain? Advances in Learning and Behavioral Disabilities. 19: 201-236. DOI: 10.1016/S0735-004X(06)19008-4 |
0.331 |
|
| 2004 |
Otaiba SA. Weaving moral elements and research-based reading practices in inclusive classrooms using shared book reading techniques Early Child Development and Care. 174: 575-589. DOI: 10.1080/0300443042000187086 |
0.393 |
|
| 2003 |
Otaiba SA, Smartt SM. Involving Parents in Early Literacy Intervention for Children with Speech and Language Delays Teaching Exceptional Children. 35: 30-35. DOI: 10.1177/004005990303500304 |
0.345 |
|
| 2002 |
Fuchs D, Fuchs LS, Thompson A, Otaiba SA, Yen L, Yang NJ, Braun M, O'Connor RE. Exploring the Importance of Reading Programs for Kindergartners with Disabilities in Mainstream Classrooms Exceptional Children. 68: 295-311. DOI: 10.1177/001440290206800301 |
0.481 |
|
| 2001 |
Fuchs D, Fuchs LS, Otaiba SA, Thompson A, Yen L, McMaster KN, Svenson E, Yang NJ. K-PALS Helping Kindergartners with Reading Readiness: Teachers and Researchers in Partnerships: Teaching Exceptional Children. 33: 76-80. DOI: 10.1177/004005990103300411 |
0.441 |
|
| 2001 |
Fuchs D, Fuchs LS, Thompson A, Otaiba SA, Yen L, Yang NJ, Braun M, O'Connor RE. Is reading important in reading-readiness programs? A randomized field trial with teachers as program implementers Journal of Educational Psychology. 93: 251-267. DOI: 10.1037/0022-0663.93.2.251 |
0.451 |
|
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