| Selecting at-risk first-grade readers for early intervention: Eliminating false positives and exploring the promise of a two-stage gated screening process. DL Compton, D Fuchs, LS Fuchs, B Bouton, JK Gilbert, LA Barquero, ... Journal of educational psychology 102 (2), 327, 2010 | 286 | 2010 |
| A century of progress: Reading interventions for students in grades 4–12, 1914–2014 NK Scammacca, GJ Roberts, E Cho, KJ Williams, G Roberts, SR Vaughn, ... Review of Educational Research 86 (3), 756-800, 2016 | 163 | 2016 |
| Efficacy of a first‐grade responsiveness‐to‐intervention prevention model for struggling readers JK Gilbert, DL Compton, D Fuchs, LS Fuchs, B Bouton, LA Barquero, ... Reading Research Quarterly 48 (2), 135-154, 2013 | 161 | 2013 |
| Accelerating chronically unresponsive children to tier 3 instruction: What level of data is necessary to ensure selection accuracy? DL Compton, JK Gilbert, JR Jenkins, D Fuchs, LS Fuchs, E Cho, ... Journal of learning disabilities 45 (3), 204-216, 2012 | 145 | 2012 |
| Motivational predictors of struggling readers’ reading comprehension: The effects of mindset, achievement goals, and engagement E Cho, JR Toste, M Lee, U Ju Reading and Writing 32, 1219-1242, 2019 | 96 | 2019 |
| A longitudinal analysis of the trajectories and predictors of word reading and reading comprehension development among at-risk readers P Peng, D Fuchs, LS Fuchs, AM Elleman, DM Kearns, JK Gilbert, ... Journal of learning disabilities 52 (3), 195-208, 2019 | 92 | 2019 |
| Examining sources and mechanisms of reading comprehension difficulties: Comparing English learners and non-English learners within the simple view of reading. E Cho, P Capin, G Roberts, GJ Roberts, S Vaughn Journal of educational psychology 111 (6), 982, 2019 | 81 | 2019 |
| Reading instruction for English learners in the middle grades: A meta-analysis C Hall, GJ Roberts, E Cho, LV McCulley, M Carroll, S Vaughn Educational Psychology Review 29, 763-794, 2017 | 72 | 2017 |
| Cognitive Attributes, Attention, and Self–Efficacy of Adequate and Inadequate Responders in a Fourth Grade Reading Intervention E Cho, GJ Roberts, P Capin, G Roberts, J Miciak, S Vaughn Learning Disabilities Research & Practice 30 (4), 159-170, 2015 | 72 | 2015 |
| Replication of an experimental study investigating the efficacy of a multisyllabic word reading intervention with and without motivational beliefs training for struggling readers JR Toste, P Capin, KJ Williams, E Cho, S Vaughn Journal of Learning Disabilities 52 (1), 45-58, 2019 | 64 | 2019 |
| Understanding unresponsiveness to Tier 2 reading intervention: Exploring the classification and profiles of adequate and inadequate responders in first grade JR Toste, DL Compton, D Fuchs, LS Fuchs, JK Gilbert, E Cho, ... Learning Disability Quarterly 37 (4), 192-203, 2014 | 64 | 2014 |
| Examining the predictive validity of a dynamic assessment of decoding to forecast response to tier 2 intervention E Cho, DL Compton, D Fuchs, LS Fuchs, B Bouton Journal of Learning Disabilities 47 (5), 409-423, 2014 | 59 | 2014 |
| How initial word reading and language skills affect reading comprehension outcomes for students with reading difficulties S Vaughn, G Roberts, P Capin, J Miciak, E Cho, JM Fletcher Exceptional children 85 (2), 180-196, 2019 | 57 | 2019 |
| Modeling polymorphemic word recognition: Exploring differences among children with early-emerging and late-emerging word reading difficulty DM Kearns, LM Steacy, DL Compton, JK Gilbert, AP Goodwin, E Cho, ... Journal of learning disabilities 49 (4), 368-394, 2016 | 55 | 2016 |
| Physiological arousal and juvenile psychopathy: Is low resting heart rate associated with affective dimensions? N Kavish, MG Vaughn, E Cho, A Barth, B Boutwell, S Vaughn, P Capin, ... Psychiatric quarterly 88, 103-114, 2017 | 54 | 2017 |
| Examining the reading and cognitive profiles of students with significant reading comprehension difficulties P Capin, E Cho, J Miciak, G Roberts, S Vaughn Learning Disability Quarterly 44 (3), 183-196, 2021 | 49 | 2021 |
| Development of first-graders’ word reading skills: For whom can dynamic assessment tell us more? E Cho, DL Compton, JK Gilbert, LM Steacy, AA Collins, ER Lindström Journal of learning disabilities 50 (1), 95-112, 2017 | 49 | 2017 |
| Forty years of reading intervention research for elementary students with or at risk for dyslexia: A systematic review and meta‐analysis C Hall, K Dahl‐Leonard, E Cho, EJ Solari, P Capin, CL Conner, AR Henry, ... Reading Research Quarterly 58 (2), 285-312, 2023 | 43 | 2023 |
| Reading interventions for students with reading and behavioral difficulties: A meta-analysis and evaluation of co-occurring difficulties GJ Roberts, E Cho, JD Garwood, GH Goble, T Robertson, A Hodges Educational Psychology Review 32, 17-47, 2020 | 41 | 2020 |
| Exploring individual differences in irregular word recognition among children with early-emerging and late-emerging word reading difficulty. LM Steacy, DM Kearns, JK Gilbert, DL Compton, E Cho, ER Lindstrom, ... Journal of Educational Psychology 109 (1), 51, 2017 | 40 | 2017 |
