Hailey Elizabeth Krouse

Begeny, J. C., Hawkins, A. L., Krouse, H. E., & Laugle, K. M. (2011). ALTERING INSTRUCTIONAL DELIVERY OPTIONS TO IMPROVE INTERVENTION OUTCOMES: DOES INCREASED INSTRUCTIONAL INTENSITY ALSO INCREASE INSTRUCTIONAL EFFECTIVENESS? PSYCHOLOGY IN THE SCHOOLS, 48(8), 769–785. https://doi.org/10.1002/pits.20591

Begeny, J. C., Krouse, H. E., Brown, K. G., & Mann, C. M. (2011). Teacher judgments of students' reading abilities across a continuum of rating methods and achievement measures. School Psychology Review, 40(1), 23–38.

Krouse, H. E., & Braden, J. P. (2011). The reliability and validity of WISC-IV scores with deaf and hard-of-hearing children. Journal of Psychoeducational Assessment, 29(3), 238–248.

Begeny, J. C., Laugle, K. M., Krouse, H. E., Lynn, A. E., Tayrose, M. P., & Stage, S. A. (2010). A control-group comparison of two reading fluency programs: The helping early literacy with practice strategies (HELPS) program and the Great Leaps K-2 reading program. School Psychology Review, 39(1), 137–155.