|Selecting at-risk first-grade readers for early intervention: Eliminating false positives and exploring the promise of a two-stage gated screening process.|
DL Compton, D Fuchs, LS Fuchs, B Bouton, JK Gilbert, LA Barquero, ...
Journal of educational psychology 102 (2), 327, 2010
|Efficacy of a first‐grade responsiveness‐to‐intervention prevention model for struggling readers|
JK Gilbert, DL Compton, D Fuchs, LS Fuchs, B Bouton, LA Barquero, ...
Reading Research Quarterly 48 (2), 135-154, 2013
|Accelerating chronically unresponsive children to tier 3 instruction: What level of data is necessary to ensure selection accuracy?|
DL Compton, JK Gilbert, JR Jenkins, D Fuchs, LS Fuchs, E Cho, ...
Journal of learning disabilities 45 (3), 204-216, 2012
|A century of progress: Reading interventions for students in grades 4–12, 1914–2014|
NK Scammacca, GJ Roberts, E Cho, KJ Williams, G Roberts, SR Vaughn, ...
Review of Educational Research 86 (3), 756-800, 2016
|Understanding unresponsiveness to Tier 2 reading intervention: Exploring the classification and profiles of adequate and inadequate responders in first grade|
JR Toste, DL Compton, D Fuchs, LS Fuchs, JK Gilbert, E Cho, ...
Learning Disability Quarterly 37 (4), 192-203, 2014
|Examining the predictive validity of a dynamic assessment of decoding to forecast response to tier 2 intervention|
E Cho, DL Compton, D Fuchs, LS Fuchs, B Bouton
Journal of Learning Disabilities 47 (5), 409-423, 2014
|Cognitive attributes, attention, and self‐efficacy of adequate and inadequate responders in a fourth grade reading intervention|
E Cho, GJ Roberts, P Capin, G Roberts, J Miciak, S Vaughn
Learning Disabilities Research & Practice 30 (4), 159-170, 2015
|Physiological arousal and juvenile psychopathy: Is low resting heart rate associated with affective dimensions?|
N Kavish, MG Vaughn, E Cho, A Barth, B Boutwell, S Vaughn, P Capin, ...
Psychiatric quarterly 88 (1), 103-114, 2017
|Modeling polymorphemic word recognition: Exploring differences among children with early-emerging and late-emerging word reading difficulty|
DM Kearns, LM Steacy, DL Compton, JK Gilbert, AP Goodwin, E Cho, ...
Journal of learning disabilities 49 (4), 368-394, 2016
|Reading instruction for English learners in the middle grades: A meta-analysis|
C Hall, GJ Roberts, E Cho, LV McCulley, M Carroll, S Vaughn
Educational Psychology Review 29 (4), 763-794, 2017
|A longitudinal analysis of the trajectories and predictors of word reading and reading comprehension development among at-risk readers|
P Peng, D Fuchs, LS Fuchs, AM Elleman, DM Kearns, JK Gilbert, ...
Journal of learning disabilities 52 (3), 195-208, 2019
|Development of first-graders’ word reading skills: For whom can dynamic assessment tell us more?|
E Cho, DL Compton, JK Gilbert, LM Steacy, AA Collins, ER Lindström
Journal of learning disabilities 50 (1), 95-112, 2017
|Motivational predictors of struggling readers’ reading comprehension: The effects of mindset, achievement goals, and engagement|
E Cho, JR Toste, M Lee, U Ju
Reading and Writing 32 (5), 1219-1242, 2019
|Examining sources and mechanisms of reading comprehension difficulties: Comparing English learners and non-English learners within the simple view of reading.|
E Cho, P Capin, G Roberts, GJ Roberts, S Vaughn
Journal of educational psychology 111 (6), 982, 2019
|How initial word reading and language skills affect reading comprehension outcomes for students with reading difficulties|
S Vaughn, G Roberts, P Capin, J Miciak, E Cho, JM Fletcher
Exceptional children 85 (2), 180-196, 2019
|Replication of an experimental study investigating the efficacy of a multisyllabic word reading intervention with and without motivational beliefs training for struggling readers|
JR Toste, P Capin, KJ Williams, E Cho, S Vaughn
Journal of Learning Disabilities 52 (1), 45-58, 2019
|Exploring individual differences in irregular word recognition among children with early-emerging and late-emerging word reading difficulty.|
LM Steacy, DM Kearns, JK Gilbert, DL Compton, E Cho, ER Lindstrom, ...
Journal of Educational Psychology 109 (1), 51, 2017
|Construct and incremental validity of dynamic assessment of decoding within and across domains|
E Cho, DL Compton
Learning and Individual Differences 37, 183-196, 2015
|Does perceived competence serve as a protective mechanism against performance goals for struggling readers? Path analysis of contextual antecedents and reading outcomes|
E Cho, M Lee, JR Toste
Learning and Individual Differences 65, 135-147, 2018
|Effects of a text-processing comprehension intervention on struggling middle school readers|
AE Barth, S Vaughn, P Capin, E Cho, S Stillman-Spisak, L Martinez, ...
Topics in language disorders 36 (4), 368, 2016