Devin McCready Kearns

Following the Rules in an Unruly Writing System: The Cognitive Science of Learning to Read English

The Reading Teacher, 77(5), 712–726.

Instruction to support word-level reading skills for adolescent learners with learning disabilities

Chandler, B. W., Toste, J. R., Hart, E. J., & Kearns, D. M. (2024, November 20). JOURNAL OF ADOLESCENT & ADULT LITERACY, Vol. 11.

Is Phonological-Only Instruction Helpful for Reading?: A Meta-Analysis

Scientific Studies of Reading, 28(6), 614–635.

The Presence and Progression of Rare Vocabulary in Texts Across Elementary Grades and Between Genres

Education Sciences, 14(12), 1314.

A Synthesis of Reading Comprehension Interventions and Measures for Students with Autism Spectrum Disorder and Intensive Support Needs

Review Journal of Autism and Developmental Disorders, 10(4), 712–728.

Evidence-Based Assessment in Special Education Research: Advancing the Use of Evidence in Assessment Tools and Empirical Processes

Exceptional Children, 89(4), 467–487.

KINDERGARTEN PEER ASSISTED LEARNING STRATEGIES

In Reading Intervention Case Studies for School Psychologists: Evidence-Based Implementation and Analysis (pp. 64–81).

Text Types and Their Relation to Efficacy in Beginning Reading Interventions

Reading Research Quarterly, 58(4), 710–732.

Using the Features of Written Compositions to Understand Reading Comprehension

Reading Research Quarterly, 58(4), 624–654.

An examination of Unified English Braille and its efficiency in representing print

British Journal of Visual Impairment, 40(2), 289–300.

Can reading practitioners and researchers improve intensive reading support systems in a large urban school system?

Journal of Research in Reading, 45(3), 488–516.

Improving literacy instruction in co-taught middle school classrooms to support reading comprehension

Contemporary Educational Psychology, 68.

Provide intensive intervention using data-based individualization

In High Leverage Practices for Inclusive Classrooms (pp. 313–329).

Quantifying the regularities between orthography and semantics and their impact on group- and individual-level behavior.

Journal of Experimental Psychology: Learning, Memory, and Cognition, 48(6), 839–855.

The Word Complexity of Primary‐Level Texts: Differences Between First and Third Grade in Widely Used Curricula

Reading Research Quarterly, 7(1), 255–285.

The impact of computer–assisted technology on literacy acquisition during COVID-19-related school closures: Group–level effects and predictors of individual–level outcomes

Frontiers in Psychology, 13.

Unpacking the Unique Relationship Between Set for Variability and Word Reading Development: Examining Word and Child-Level Predictors of Performance

Journal of Educational Psychology, 114(6), 1242–1256.

Implementation of Data-Based Decision-Making: Linking Research From the Special Series to Practice

Journal of Learning Disabilities, 54(5), 365–372.

Individualizing Literacy Instruction in Co-Taught Classrooms Through a Station Teaching Model

Intervention in School and Clinic, 56(4), 224–232.

Neuroscience and special education: An attempt to break down walls between complementary (but divergent) disciplines

In Advances in Learning and Behavioral Disabilities (Vol. 31, pp. 75–96).

Preparing to Implement Evidence-Based Literacy Practices in the Co-taught Classroom

Intervention in School and Clinic, 56(4), 200–207.

Teaching World and Word Knowledge to Access Content-Area Texts in Co-Taught Classrooms

Intervention in School and Clinic, 56(4), 208–216.

Does English Have Useful Syllable Division Patterns?

Reading Research Quarterly, 55(S1), S145–S160.

Is “Response/No Response” Too Simple a Notion for RTI Frameworks? Exploring Multiple Response Types With Latent Profile Analysis

Journal of Learning Disabilities, 53(6), 454–468.

Lost in Translation? Challenges in Connecting Reading Science and Educational Practice

Reading Research Quarterly, 55(S1), S119–S130.

Sight word acquisition in first grade students at risk for reading disabilities: an item-level exploration of the number of exposures required for mastery

Annals of Dyslexia, 70(2), 259–274.

Syntactic complexity measures: variation by genre, grade-level, students’ writing abilities, and writing quality

Reading and Writing, 33(10), 2577–2638.

Using an item-specific predictor to test the dimensionality of the orthographic choice task

Annals of Dyslexia, 70(2), 243–258.

Using information-theoretic measures to characterize the structure of the writing system: the case of orthographic-phonological regularities in English

Behavior Research Methods, 52(3), 1292–1312.

A Longitudinal Analysis of the Trajectories and Predictors of Word Reading and Reading Comprehension Development Among At-Risk Readers

Journal of Learning Disabilities, 52(3), 195–208.

Helping Students With Dyslexia Read Long Words: Using Syllables and Morphemes

TEACHING Exceptional Children, 51(3), 212–225.

The Neurobiology of Dyslexia

TEACHING Exceptional Children, 51(3), 175–188.

The role of semantic information in children’s word reading: Does meaning affect readers’ ability to say polysyllabic words aloud?

Journal of Educational Psychology, 1(6), 933–956.

Using Moderator Analysis to Identify the First-Grade Children Who Benefit More and Less From a Reading Comprehension Program: A Step Toward Aptitude-by-Treatment Interaction

Exceptional Children, 85(2), 229–247.

Coteaching in Content Area Classrooms: Lessons and Guiding Questions for Administrators

NASSP Bulletin, 102(4), 303–322.

Envisioning an Improved Continuum of Special Education Services for Students with Learning Disabilities: Considering Intervention Intensity

Learning Disabilities Research & Practice, 33(3), 131–143.

Reading comprehension and co-teaching practices in middle school english language arts classrooms

Exceptional Children, 84(4), 384–402.

Why children with dyslexia struggle with writing and how to help them

Language, Speech, and Hearing Services in Schools, 49(4), 843–863.

Exploring individual differences in irregular word recognition among children with early-emerging and late-emerging word reading difficulty

Journal of Educational Psychology, 109(1), 51–69.

Multisyllabic word-reading instruction with and without motivational beliefs training for struggling readers in the upper elementary grades: A pilot investigation

Elementary School Journal, 117(4), 593–615.

An artificial intelligence tutor: A supplementary tool for teaching and practicing braille

Journal of Visual Impairment and Blindness, 110(5), 309–322.

Exploring the connection between arithmetic and prealgebraic reasoning at first and second grade

Journal of Educational Psychology, 108(7), 943–959.

Modeling Polymorphemic Word Recognition: Exploring Differences Among Children With Early-Emerging and Late-Emerging Word Reading Difficulty

Journal of Learning Disabilities, 49(4), 368–394.

Semantic and Phonological Ability to Adjust Recoding: A Unique Correlate of Word Reading Skill?

Scientific Studies of Reading, 20(6), 455–470.

Using new vocabulary in writing: Exploring how word and learner characteristics relate to the likelihood that writers use newly taught vocabulary

Reading and Writing, 29(9), 1817–1843.

How elementary-age children read polysyllabic polymorphemic words

Journal of Educational Psychology, 107(2), 364–390.

Orthographic, Phonological, and morphological skills and children's word reading in Arabic: A literature review

Reading Research Quarterly, 50(1), 83–109.

Behavioral Attention: A Longitudinal Study of Whether and How It Influences the Development of Word Reading and Reading Comprehension Among At-Risk Readers

Journal of Research on Educational Effectiveness, 7(3), 232–249.

Customizing a research-based reading practice: Balancing the importance of implementation fidelity with professional judgment

Reading Teacher, 68(3), 173–183.

Multisyllabic Word Reading as a Moderator of Morphological Awareness and Reading Comprehension

Journal of Learning Disabilities, 47(1), 34–43.

Probing lexical representations: Simultaneous modeling of word and reader contributions to multidimensional lexical representations

Journal of Educational Psychology, 106(2), 448–468.

Does cognitively focused instruction improve the academic performance of low-achieving students?

Exceptional Children, 79(3), 263–290.

On the importance of a cognitive processing perspective: An introduction

Journal of Learning Disabilities, 44(2), 99–104.

Word and Person Effects on Decoding Accuracy: A New Look at an Old Question

Journal of Educational Psychology, 103(2), 489–507.

Factors contributing to teachers' sustained use of Kindergarten peer-assisted learning strategies

Journal of Research on Educational Effectiveness, 3(4), 315–342.