Kristin E. Conradi

Conradi, K., Amendum, S. J., & Liebfreund, M. D. (2016). [Review of Explaining variance in comprehension for students in a high-poverty setting]. Reading & Writing Quarterly, 32(5), 427–453.

Amendum, S. J., Conradi, K., & Pendleton, M. J. (2016). Interpreting reading assessment data: Moving from parts to whole in a testing era. Intervention in School and Clinic, 51(5), 284–292.

Jang, B. G., Conradi, K., McKenna, M. C., & Jones, J. S. (2015). Motivation: Approaching an Elusive Concept Through the Factors That Shape It. READING TEACHER, 69(2), 239–247. https://doi.org/10.1002/trtr.1365

Conradi, K., Jang, B. G., & McKenna, M. C. (2014). [Review of Motivation terminology in reading research: A conceptual review]. Educational Psychology Review, 26(1), 127–164.

Conradi, K. (2014). conrad Tapping technology's potential to motivate readers. Phi Delta Kappan, 96(3), 54–57.

Conradi, K., Jang, B. G., Bryant, C., Craft, A., & McKenna, M. C. (2013). Measuring adolescents' attitudes toward reading: A classroom survey. Journal of Adolescent & Adult Literacy, 56(7), 565–576.

McKenna, M. C., Conradi, K., Lawrence, C., Jang, B. G., & Meyer, J. P. (2012). [Review of Reading Attitudes of Middle School Students: Results of a U.S. Survey]. Reading Research Quarterly, 47(3), 283–306.