Cited by

• 2001Ensuring Content–Area Learning by Secondary Students with Learning Disabilities175 cited
• 1997The Effect of Instructional Explanations on Learning From Scientific Texts172 cited
• 1998Peer‐Assisted Learning Strategies for First‐Grade Readers: Responding to the Needs of Diverse Learners166 cited
• 1995Close to the Classroom is Close to the Bone: Coaching as a Means to Translate Research into Classroom Practice166 cited
• 2003Decoding and Fluency: Foundation Skills for Struggling Older Readers157 cited
• 2005Effects of a Peer-Mediated Phonological Skill and Reading Comprehension Program on Reading Skill Acquisition for Middle School Students with Reading Disabilities155 cited
• 1999Grouping Practices and Reading Outcomes for Students with Disabilities145 cited
• 2010Why what we teach depends on when: Grade and reading intervention modality moderate effect size.129 cited
• 2005Effects of Explicit Reading Strategies Instruction and Peer Tutoring on Second and Fifth Graders' Reading Comprehension and Self-Efficacy Perceptions125 cited
• 2007Development of the Literacy Achievement Gap: A Longitudinal Study of Kindergarten Through Third Grade116 cited
• 2001Collaborative Strategic Reading as a Means to Enhance Peer-Mediated Instruction for Reading Comprehension and Content-Area Learning116 cited
• 2004Fostering reading comprehension in fifth grade by explicit instruction in reading strategies and peer tutoring116 cited
• 2006Developing Reading Fluency With Repeated Reading100 cited
• 1998A Collaborative Effort to Enhance Reading and Writing Instruction in Inclusion Classrooms99 cited
• 2002Environments, processes, and mechanisms in peer learning88 cited
• 1996The Quest to Translate Research Into Classroom Practice85 cited