“Must Reads” Award Winners


Marsh, R. J., & Mathur, S. R. (2020).  Mental health in schools:  An overview of multitiered systems of support.  Intervention in School and Clinic, 56(2), 67-73.

Bundock, K., Hawken, L. S., Kiuhara, S. A., O’Keeffe, B. V., O’Neill, R. E., & Cummings, M. B. (2021).  Teaching rate of change and problem solving to high school students with high incidence disabilities at tier 3.  Learning Disability Quarterly, 44(1), 35-49.


Wexler, J., Swanson, E., Shelton, A., and Vaughn, S. (2019)  Enhancing Comprehension in Middle School Using a Critical Reading of Text Routine.  Intervention in School and Clinic, 55(4), 203-213.

Kong, J. and Swanson, L.  (2019) The Effects of a Paraphrasing Intervention on Word Problem- Solving Accuracy of English Learners at Risk for Mathematics Disabilities.  Learning Disability Quarterly, 42(2), 92-104



Spies, Tracy G. & Xu, Yunying (2018)  Scaffolded conversations: Access to 21st century communication and collaboration skills.  Intervention in School and Clinic, 54, 22-30.

Satsangi, Rajiv, Hammer, Rachel, & Hogan, Christina D. (2018) Studying virtual manipulatives paired with explicit instruction to teach algebraic equations to students with learning disabilities. Learning Disability Quarterly, 41, 227-242.



Mathews, H.M., Hirsch, S.E., & Therrien, W.J. (2018)  Becoming critical consumers of research: Understanding replication.  Intervention in School and Clinic, 53(3), 267-675. doj: 10.1177/10534512177736863

Jozwik, S.L. & Douglas, K. H. (2017).  Effects of Multicomponent academic vocabulary instruction for English learners with learning difficulties.  Learning Disability Quarterly, 40(4), 237-250. doj: 10.1177/0731948717704967



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



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.



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.



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.