“Must Reads” Award Winners

 

2017
Travers, J.D. (2017). Evaluating claims to avoid pseudoscientific and unproven practices in special education. Intervention in School and Clinic, 52, 195-203. doi: 10.1177/1053451216659466
Ritchey, K.D., Palombo, K., Silverman, R.D., & Speece, D. (2017). Effects of an informational text
reading comprehension intervention for fifth-grade students. Learning Disability Quarterly, 40,
68-80. doi: 10.1177/0731948716682689

 

2016

Sayeski, K.L., Gormley-Budin, S.E., and Bennett, K. (2015) Promising practices in the preparation of special educators to provide reading instruction.  Intervention in School and Clinic, 51, 82-89.

 

Costa, L-J,C., Edwards, C.N., & Hooper, S.R. (2016)  Writing disabilities and reading disabilities in elementary school students: Rates of co-occurrence and cognitive burden.  Learning Disability Quarterly, 39, 17-30.

 

2015

Doabler, C.T., Clarke, B., Fien, H., Baker, S.K., Kosty, D.B., & Cary, M.S. (2015). The science behind curriculum development and evaluation:  Taking a design science approach in the production of a Tier 2 mathematics curriculum.  Learning Disability Quarterly, 38, 97-111.

 

Musti-Rao, S., Cartledge, G., Bennett, J.G., & Council, M. (2015)  Literacy instruction using technology with primary-age culturally and linguistically diverse learners.  Intervention in School and Clinic, 50, 195-202.

 

2014

Nelson-Walker, N.J., Fien, H., Kosty, D.B., Smolkowski, K., Smith, J.L.M., & Baker, S.K. (2013)  Evaluating the effects of a systemic intervention on first-grade teachers’ explicit reading instruction.  Learning Disability Quarterly, 36, 215-230.

 

Olinghouse, N.G., & Colwell, R.P. (2013)  Preparing students with learning disabilities for large-scale writing assessments.  Intervention in School and Clinic, 49, 67-76.