Devin Kearns

Kearns, D. M., & Borkenhagen, M. J. C. (2024). Following the Rules in an Unruly Writing System: The Cognitive Science of Learning to Read English. The Reading Teacher, 77(5), 712–726. https://doi.org/10.1002/trtr.2299

Chandler, B. W., Toste, J. R., Hart, E. J., & Kearns, D. M. (2024, November 20). Instruction to support word-level reading skills for adolescent learners with learning disabilities. JOURNAL OF ADOLESCENT & ADULT LITERACY, Vol. 11. https://doi.org/10.1002/jaal.1399

Stalega, M. V., Kearns, D. M., Bourget, J., Bayer, N., & Hebert, M. (2024). Is Phonological-Only Instruction Helpful for Reading?: A Meta-Analysis. Scientific Studies of Reading, 28(6), 614–635. https://doi.org/10.1080/10888438.2024.2340708

Hiebert, E., Pugh, A., & Kearns, D. M. (2024). The Presence and Progression of Rare Vocabulary in Texts Across Elementary Grades and Between Genres. Education Sciences, 14(12), 1314. https://doi.org/10.3390/educsci14121314

Talbott, E., Reyes, A. D. L., Kearns, D. M., Mancilla-Martinez, J., & Wang, M. (2023). Evidence-Based Assessment in Special Education Research: Advancing the Use of Evidence in Assessment Tools and Empirical Processes. Exceptional Children, 89(4), 467–487. https://doi.org/10.1177/00144029231171092

Lyon, C. P., Fuchs, D., Stalega, M. V., & Kearns, D. M. (2023). KINDERGARTEN PEER ASSISTED LEARNING STRATEGIES. In Reading Intervention Case Studies for School Psychologists: Evidence-Based Implementation and Analysis (pp. 64–81). https://doi.org/10.4324/9781003275749-4

Pugh, A., Kearns, D. M., & Hiebert, E. H. (2023). Text Types and Their Relation to Efficacy in Beginning Reading Interventions. Reading Research Quarterly, 58(4), 710–732. https://doi.org/10.1002/rrq.513

Zagata, E., Kearns, D., Truckenmiller, A. J., & Zhao, Z. (2023). Using the Features of Written Compositions to Understand Reading Comprehension. Reading Research Quarterly, 58(4), 624–654. https://doi.org/10.1002/rrq.503

Conner, C., Allor, J. H., Stewart, J., Kearns, D. M., & Gillespie Rouse, A. (2023). 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. https://doi.org/10.1007/s40489-022-00321-x

Kearns, D. M., Walker, M. A., Borges, J. C., & Duffy, M. E. (2022). 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. https://doi.org/10.1111/1467-9817.12406

Walker, M. A., & Kearns, D. (2022). Provide intensive intervention using data-based individualization. In High Leverage Practices for Inclusive Classrooms (pp. 313–329). https://doi.org/10.4324/9781003148609-26

Siegelman, N., Rueckl, J. G., Lo, J. C. M., Kearns, D. M., Morris, R. D., & Compton, D. L. (2022). 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. https://doi.org/10.1037/xlm0001109

Richter, C. G., Siegelman, N., Mahaffy, K., Van Den Bunt, M., Kearns, D. M., Landi, N., … Hoeft, F. (2022). 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. https://doi.org/10.3389/fpsyg.2022.1001555

Savaiano, M., & Kearns, D. M. (2022). An examination of Unified English Braille and its efficiency in representing print. British Journal of Visual Impairment, 40(2), 289–300. https://doi.org/10.1177/0264619620973710

Kearns, D. M., Feinberg, N. J., & Anderson, L. J. (2021). Implementation of Data-Based Decision-Making: Linking Research From the Special Series to Practice. Journal of Learning Disabilities, 54(5), 365–372. https://doi.org/10.1177/00222194211032403

Wexler, J., Kearns, D. M., Lemons, C. J., Shelton, A., Pollack, M. S., Stapleton, L. M., … Lyon, C. (2022). Improving literacy instruction in co-taught middle school classrooms to support reading comprehension. Contemporary Educational Psychology, 68. https://doi.org/10.1016/j.cedpsych.2021.102040

Clement-Lam, S. S.-Y., Lau, A. N.-L., & Kearns, D. M. (2021). 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). https://doi.org/10.1108/S0735-004X20210000031006

Kearns, D. M., & Hiebert, E. H. (2022). The Word Complexity of Primary‐Level Texts: Differences Between First and Third Grade in Widely Used Curricula. Reading Research Quarterly, 7(1), 255–285. https://doi.org/10.1002/rrq.429

Edwards, A. A., Steacy, L. M., Siegelman, N., Rigobon, V. M., Kearns, D. M., Rueckl, J. G., & Compton, D. L. (2022). 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. https://doi.org/10.1037/edu0000696

Kearns, D. M. (2020). Does English Have Useful Syllable Division Patterns? Reading Research Quarterly, 55(S1), S145–S160. https://doi.org/10.1002/rrq.342

Lyon, C., Hogan, E. K., & Kearns, D. M. (2021). Individualizing Literacy Instruction in Co-Taught Classrooms Through a Station Teaching Model. Intervention in School and Clinic, 56(4), 224–232. https://doi.org/10.1177/1053451220944376

Peng, P., Fuchs, D., Fuchs, L. S., Cho, E., Elleman, A. M., Kearns, D. M., … Compton, D. L. (2020). 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. https://doi.org/10.1177/0022219420931818

Seidenberg, M. S., Borkenhagen, M. C., & Kearns, D. M. (2020). Lost in Translation? Challenges in Connecting Reading Science and Educational Practice. Reading Research Quarterly, 55(S1), S119–S130. https://doi.org/10.1002/rrq.341

Wexler, J., Kearns, D. M., Hogan, E. K., Clancy, E., & Shelton, A. (2021). Preparing to Implement Evidence-Based Literacy Practices in the Co-taught Classroom. Intervention in School and Clinic, 56(4), 200–207. https://doi.org/10.1177/1053451220944369

Steacy, L. M., Fuchs, D., Gilbert, J. K., Kearns, D. M., Elleman, A. M., & Edwards, A. A. (2020). 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. https://doi.org/10.1007/s11881-020-00198-7

Jagaiah, T., Olinghouse, N. G., & Kearns, D. M. (2020). Syntactic complexity measures: variation by genre, grade-level, students’ writing abilities, and writing quality. Reading and Writing, 33(10), 2577–2638. https://doi.org/10.1007/s11145-020-10057-x

Kearns, D. M., Lyon, C. P., & Pollack, M. S. (2021). Teaching World and Word Knowledge to Access Content-Area Texts in Co-Taught Classrooms. Intervention in School and Clinic, 56(4), 208–216. https://doi.org/10.1177/1053451220944371

Compton, D. L., Gilbert, J. K., Kearns, D. M., & Olson, R. K. (2020). Using an item-specific predictor to test the dimensionality of the orthographic choice task. Annals of Dyslexia, 70(2), 243–258. https://doi.org/10.1007/s11881-020-00202-0

Siegelman, N., Kearns, D. M., & Rueckl, J. G. (2020). 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. https://doi.org/10.3758/s13428-019-01317-y

Kearns, D. M., Hancock, R., Hoeft, F., Pugh, K. R., & Frost, S. J. (2019). The Neurobiology of Dyslexia. TEACHING Exceptional Children, 51(3), 175–188. https://doi.org/10.1177/0040059918820051

Kearns, D. M., & Ghanem, R. A. (2019). 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. https://doi.org/10.1037/edu0000316

Peng, P., Fuchs, D., Fuchs, L. S., Elleman, A. M., Kearns, D. M., Gilbert, J. K., … Patton, S. (2019). 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. https://doi.org/10.1177/0022219418809080

Sinclair, A. C., Bray, L. E., Wei, Y., Clancy, E. E., Wexler, J., Kearns, D. M., & Lemons, C. J. (2018). Coteaching in Content Area Classrooms: Lessons and Guiding Questions for Administrators. NASSP Bulletin, 102(4), 303–322. https://doi.org/10.1177/0192636518812701

Lemons, C. J., Vaughn, S., Wexler, J., Kearns, D. M., & Sinclair, A. C. (2018). Envisioning an Improved Continuum of Special Education Services for Students with Learning Disabilities: Considering Intervention Intensity. Learning Disabilities Research & Practice, 33(3), 131–143. https://doi.org/10.1111/ldrp.12173

Kearns, D. M., & Whaley, V. M. (2019). Helping Students With Dyslexia Read Long Words: Using Syllables and Morphemes. TEACHING Exceptional Children, 51(3), 212–225. https://doi.org/10.1177/0040059918810010

Wexler, J., Kearns, D. M., Lemons, C. J., Mitchell, M., Clancy, E., Davidson, K. A., … Wei, Y. (2018). Reading comprehension and co-teaching practices in middle school english language arts classrooms. Exceptional Children, 84(4), 384–402. https://doi.org/10.1177/0014402918771543

Fuchs, D., Kearns, D. M., Fuchs, L. S., Elleman, A. M., Gilbert, J. K., Patton, S., … Compton, D. L. (2019). 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. https://doi.org/10.1177/0014402918802801

Hebert, M., Kearns, D. M., Hayes, J. B., Bazis, P., & Cooper, S. (2018). Why children with dyslexia struggle with writing and how to help them. Language, Speech, and Hearing Services in Schools, 49(4), 843–863. https://doi.org/10.1044/2018_LSHSS-DYSLC-18-0024

Toste, J. R., Capin, P., Vaughn, S., Roberts, G. J., & Kearns, D. M. (2017). 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. https://doi.org/10.1086/691684

McCarthy, T., Rosenblum, L. P., Johnson, B. G., Dittel, J., & Kearns, D. M. (2016). An artificial intelligence tutor: A supplementary tool for teaching and practicing braille. Journal of Visual Impairment and Blindness, 110(5), 309–322. https://doi.org/10.1177/0145482x1611000503

Steacy, L. M., Kearns, D. M., Gilbert, J. K., Compton, D. L., Cho, E., Lindstrom, E. R., & Collins, A. A. (2017). 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. https://doi.org/10.1037/edu0000113

Powell, S. R., Kearns, D. M., & Driver, M. K. (2016). Exploring the connection between arithmetic and prealgebraic reasoning at first and second grade. Journal of Educational Psychology, 108(7), 943–959. https://doi.org/10.1037/edu0000112

Kearns, D. M., Rogers, H. J., Koriakin, T., & Al Ghanem, R. (2016). Semantic and Phonological Ability to Adjust Recoding: A Unique Correlate of Word Reading Skill? Scientific Studies of Reading, 20(6), 455–470. https://doi.org/10.1080/10888438.2016.1217865

Dobbs, C. L., & Kearns, D. (2016). 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. https://doi.org/10.1007/s11145-016-9654-8

Miller, A. C., Fuchs, D., Fuchs, L. S., Compton, D., Kearns, D., Zhang, W., … Kirchner, D. P. (2014). 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. https://doi.org/10.1080/19345747.2014.906691

McMaster, K. L., Jung, P.-G., Brandes, D., Pinto, V., Fuchs, D., Kearns, D., … Yen, L. (2014). Customizing a research-based reading practice: Balancing the importance of implementation fidelity with professional judgment. Reading Teacher, 68(3), 173–183. https://doi.org/10.1002/trtr.1301

Kearns, D. M. (2015). How elementary-age children read polysyllabic polymorphemic words. Journal of Educational Psychology, 107(2), 364–390. https://doi.org/10.1037/a0037518

Kearns, D. M., Steacy, L. M., Compton, D. L., Gilbert, J. K., Goodwin, A. P., Cho, E., … Collins, A. A. (2016). 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. https://doi.org/10.1177/0022219414554229

Al Ghanem, R., & Kearns, D. M. (2015). Orthographic, Phonological, and morphological skills and children's word reading in Arabic: A literature review. Reading Research Quarterly, 50(1), 83–109. https://doi.org/10.1002/rrq.84

Kearns, D., & Fuchs, D. (2013). Does cognitively focused instruction improve the academic performance of low-achieving students? Exceptional Children, 79(3), 263–290. https://doi.org/10.1177/001440291307900200

Gilbert, J. K., Goodwin, A. P., Compton, D. L., & Kearns, D. M. (2014). Multisyllabic Word Reading as a Moderator of Morphological Awareness and Reading Comprehension. Journal of Learning Disabilities, 47(1), 34–43. https://doi.org/10.1177/0022219413509966

Goodwin, A. P., Gilbert, J. K., Cho, S.-J., & Kearns, K. D. (2014). Probing lexical representations: Simultaneous modeling of word and reader contributions to multidimensional lexical representations. Journal of Educational Psychology, 106(2), 448–468. https://doi.org/10.1037/a0034754

Fuchs, D., Hale, J. B., & Kearns, D. M. (2011). On the importance of a cognitive processing perspective: An introduction. Journal of Learning Disabilities, 44(2), 99–104. https://doi.org/10.1177/0022219411400019

Gilbert, J. K., Compton, D. L., & Kearns, D. M. (2011). Word and Person Effects on Decoding Accuracy: A New Look at an Old Question. Journal of Educational Psychology, 103(2), 489–507. https://doi.org/10.1037/a0023001

Kearns, D. M., Fuchs, D., McMaster, K. L., Sáenz, L., Fuchs, L. S., Yen, L., … Smith, T. M. (2010). Factors contributing to teachers' sustained use of Kindergarten peer-assisted learning strategies. Journal of Research on Educational Effectiveness, 3(4), 315–342. https://doi.org/10.1080/19345747.2010.491151