Yaacov Petscher

Development of oral reading fluency in children with speech or language impairments: a growth curve analysis.

Accuracy of the DIBELS oral reading fluency measure for predicting third grade reading comprehension outcomes.

Floor effects associated with universal screening and their impact on the early identification of reading disabilities.

Diagnosing attention-deficit hyperactivity disorder in college students: an investigation of the impact of informant ratings on diagnosis and subjective impairment.

School profiles of at-risk student concentration: differential growth in oral reading fluency.

The utility and accuracy of oral reading fluency score types in predicting reading comprehension.

A synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties.

Dialect variation and reading: is change in nonmainstream American English use related to reading achievement in first and second grades?

The Validity of a Holistically Scored Retell Protocol for Determining the Reading Comprehension of Middle School Students.

Differentiating literacy growth of ELL students with LD from other high-risk subgroups and general education peers: evidence from grades 3-10.

Quantile regression in the study of developmental sciences.

Oral Reading Fluency Development for Children with Emotional Disturbance or Learning Disabilities.

Writing fluency and quality in kindergarten and first grade: The role of attention, reading, transcription, and oral language.

Learning to write letters: examination of student and letter factors.

Developmental relations between vocabulary knowledge and reading comprehension: a latent change score modeling study.

Long Term Effects of First Grade Multi-Tier Intervention.

Incorporating RTI in a Hybrid Model of Reading Disability.

Evaluating the impact of feedback on elementary aged students' fluency growth in written expression: a randomized controlled trial.

Very Early Language Skills of Fifth-Grade Poor Comprehenders.

Individual and group sensitivity to remedial reading program design: Examining reading gains across three middle school reading projects.

Psychometric Analysis of the Diagnostic Evaluation of Language Variation Assessment.

Examining the Underlying Dimensions of Morphological Awareness and Vocabulary Knowledge.

The effects of teacher read-alouds and student silent reading on predominantly bilingual high school seniors' learning and retention of social studies content.

Dimensionality and Reliability of Letter Writing in 3- to 5-Year-Old Preschool Children.

Exploring the Value Added of a Guided, Silent Reading Intervention: Effects on Struggling Third-Grade Readers' Achievement.

Advanced (Measurement) Applications of Curriculum-Based Measurement in Reading.

Measurement Invariance of the Chinese Gifted Rating Scales: Teacher and Parent Forms.

How Many Letters Should Preschoolers in Public Programs Know? The Diagnostic Efficiency of Various Preschool Letter-Naming Benchmarks for Predicting First-Grade Literacy Achievement.

Validation of the Gifted Rating Scales-School Form in China.

Examining General and Specific Factors in the Dimensionality of Oral Language and Reading in 4th-10th Grades.

The Gifted Rating Scales-Preschool/Kindergarten Form: An Analysis of the Standardization Sample Based on Age, Gender, and Race.

The Importance of Predictive Power in Early Screening Assessments: Implications for Placement in the Response to Intervention Framework.

Identifying Young Gifted Children Using the Gifted Rating Scales-Preschool/Kindergarten Form.

The Revised Learning and Study Strategies Inventory: An Evaluation of Competing Models.

CBM Reading, Mathematics, and Written Expression at the Secondary Level: Examining Latent Composite Relations Among Indices and Unique Predictions With a State Achievement Test.

Efficiency of Predicting Risk in Word Reading Using Fewer, Easier Letters.

Use of a Measure of Reading Comprehension to Enhance Prediction on the State High Stakes Assessment.

The Influence of Testing Prompt and Condition on Middle School Students' Retell Performance.

The Gifted Rating Scales-School Form: A Validation Study Based on Age, Gender, and Race.

Development and Validation of a Principal Implementation Practices Measure: The Principal Implementation Questionnaire.

A Simulation Study on the Performance of the Simple Difference and Covariance-Adjusted Scores in Randomized Experimental Designs.

The Reliability and Validity of a Spanish Translated Version of the Gifted Rating Scales.

Aggression and Violence in Sport: Moving Beyond the Debate.

Consequences of Misspecifying Levels of Variance in Cross-Classified Longitudinal Data Structures.

The Contribution of Vocabulary Knowledge and Spelling to the Reading Comprehension of Adolescents Who Are and Are Not English Language Learners.

Do Our Means of Inquiry Match our Intentions?

The Structure of Oral Language and Reading and Their Relation to Comprehension in Kindergarten through Grade 2.

Classroom Age Composition and Vocabulary Development Among At-Risk Preschoolers.

Improving the Reliability of Student Scores from Speeded Assessments: An Illustration of Conditional Item Response Theory Using a Computer-Administered Measure of Vocabulary.

Modeling the co-development of correlated processes with longitudinal and cross-construct effects.

Exploring the Dimensionality of Morphological Knowledge for Adolescent Readers.

Acquiring Science and Social Studies Knowledge in Kindergarten Through Fourth Grade: Conceptualization, Design, Implementation, and Efficacy Testing of Content-Area Literacy Instruction (CALI).

Modeling the Early Language Trajectory of Language Development When the Measures Change and Its Relation to Poor Reading Comprehension.

Identifying Children at Risk for Language Impairment or Dyslexia With Group-Administered Measures.

The Effect of e-Book Vocabulary Instruction on Spanish-English Speaking Children.