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Cited by

• 2011OECD Reviews of Evaluation and Assessment in Education: Norway 201186 cited
• 2011Engaging Struggling Adolescent Readers Through Situational Interest: A Model Proposing the Relationships Among Extrinsic Motivation, Oral Reading Proficiency, Comprehension, and Academic Achievement74 cited
• 1999THE ELECTRONIC TRANSFORMATION OF LITERACY AND ITS IMPLICATIONS FOR THE STRUGGLING READER56 cited
• 2000Re-Mediating Reading Difficulties: Appraising the Past, Reconciling the Present, Constructing the Future55 cited
• 2013Walking the talk: supporting teachers’ growth with differentiated professional learning54 cited
• 2012Factors Distinguishing Skilled and Less Skilled Deaf Readers: Evidence From Four Orthographies47 cited
• 2009“Where Is the Action?” Challenges to Studying the Teaching of Reading in Elementary Classrooms41 cited
• 2017Instructional Interactions: Supporting Students’ Reading Development Through Interactive Read‐Alouds of Informational Texts40 cited
• 2005Increasing struggling learners’ self‐efficacy: what tutors can do and say39 cited
• 2010Reading Achievement Trajectories for Students With Learning Disabilities During the Elementary School Years34 cited
• 2004Research on Reading/Learning Disability Interventions34 cited
• 2010Supporting English‐Language Learners and Struggling Readers in Content Literacy With the “Partner Reading and Content, Too” Routine31 cited