Devin McCready Kearns

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

The Reading Teacher.

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

Journal of Adolescent & Adult Literacy.

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

Scientific Studies of Reading.

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

Exceptional Children.

Text Types and Their Relation to Efficacy in Beginning Reading Interventions

Reading Research Quarterly.

Using the Features of Written Compositions to Understand Reading Comprehension

Reading Research Quarterly.

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

Journal of Research in Reading.

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

Journal of Experimental Psychology: Learning, Memory, and Cognition.

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

Journal of Learning Disabilities.

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

Reading Research Quarterly, 7.

Does English Have Useful Syllable Division Patterns?

Reading Research Quarterly, 55(S1).

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

Intervention in School and Clinic.

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

Journal of Learning Disabilities.

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

Reading Research Quarterly, 55(S1).

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

Intervention in School and Clinic.

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

Intervention in School and Clinic.

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.

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

Learning Disabilities Research & Practice.

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

TEACHING Exceptional Children.