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• 2014Evaluating the Dimensionality of First-Grade Written Composition141 cited
• 2005Does a visual-orthographic deficit contribute to reading disability?101 cited
• 2007The language of Miranda warnings in American jurisdictions: A replication and vocabulary analysis.100 cited
• 2002Why the timing deficit hypothesis does not explain reading disability in adults99 cited
• 2005Severe Reading Difficulties—Can They Be Prevented? A Comparison of Prevention and Intervention Approaches99 cited
• 2013Academic Success Across the Transition from Primary to Secondary Schooling Among Lower-Income Adolescents: Understanding the Effects of Family Resources and Gender93 cited
• 2008Peer-Assisted Learning Strategies: A “Tier 1” Approach to Promoting English Learners' Response to Intervention77 cited
• 2013Why Words Are Hard for Adults With Developmental Language Impairments75 cited
• 2000Do late-talking toddlers turn out to have reading difficulties a decade later?66 cited
• 2003The relationship between working memory and writing in younger and older adults66 cited
• 2011School-Based Mental Health Programs for Students Who Have Emotional Disturbances: Academic and Social-Emotional Outcomes60 cited
• 2003Mastery Motivation: Stability and Predictive Validity from Ages Two to Eight59 cited
• 1996Use of a self-regulated strategy intervention to improve word problem-solving skills of students with mild disabilities