Publications

Alfonzo, C., McIlrath, A., Catts, H., & Hogan, T. (2020). Predicting dyslexia in children with developmental language disorder. Journal of Speech, Language, and Hearing Research. Published on-line.

Asher, C. A., Scherer, E., Kim, J. S., & Tvedt, J. N. (2024). Understanding Heterogeneous Patterns of Family Engagement With Educational Technology to Inform School-Family Communication in Linguistically Diverse Communities. Educational Researcher https://doi.org/10.3102/0013189X241238651

Asher, C. A., Scherer, E., & Kim, J. S. (2022). Using a Factorial Design to Maximize the Effectiveness of a Parental Text Messaging Intervention. Journal of Research on Educational Effectiveness, 15(3), 532-557.

Asher, C.A., Scherer, E., Kim, J.S., Tvedt., J.N. (2024) Understanding Heterogeneous Patterns of Family Engagement with Educational Technology to Inform School-Family Communication in Linguistically Diverse Communities. Educational Researcher. 

Bondie, R. (2020, April 23). Direction correction: Getting the discussions you want. ASCD Express, 15(6). http://www.ascd.org/ascd-express/vol15/num16/direction-correction-getting-the-discussions-you-want.aspx

Bondie, R. (2020, April 23). Practical tips for teaching online small-group discussions. ASCD Express, 15(16).  http://www.ascd.org/ascd-express/vol15/num16/practical-tips-for-teaching-online-small-group-discussions.aspx

Bondie, R. (2023). Personalized Learning and Open Education Resources in Multilingual Learner Teacher Preparation. Online Learning Journal.

Bondie, R. City, E. (2024). AI-Powered Simulation Drives Teacher Learning. The Learning Professional.

Bondie, R. & Dede, C.  (2022). What We Want Versus What We Have: Transforming Teacher Performance Analytics to Personalize Professional Development. In Moskal, P., Dziuban, C., Picciano, A. (Eds.), Data Analytics and Adaptive Learning: Research Perspectives. Routledge.

Bondie, R. & Dede, C. (2021). Redefining and Transforming Field Experiences in Teacher Preparation Through Personalized Mixed Reality Simulations. Ferdig, R.E., & Pytash, K. (Eds.) (2021). What teacher educators should have learned from 2020. Association for the Advancement of Computing in Education (AACE).https://www.learntechlib.org/p/219088/

Bondie, R. & Zusho, A. (2022). The Secrets to Motivation: Autonomy, Belonging, Competence, and Meaning (ABC+M). ASCD Express. https://www.ascd.org/el/articles/the-secrets-to-motivation-autonomy-belonging-competence-and-meaning

Bondie, R., & City, E. A. (2024). Using AI to Build Equitable Teaching Practices Throughout a Career. Forthcoming in Learning Forward.

Bondie, R., Mancenido, Z. & Dede, C. (2021). Interaction principles for digital puppeteering to promote teacher learning. Journal of Research on Technology in Education.
https://www-tandfonline-com.ezp-prod1.hul.harvard.edu/doi/full/10.1080/15391523.2020.1823284

Bondie, R., Zusho, A., Wiseman, E., Dede, C., & Rich, D. (2023). The potential of differentiated and personalized teacher learning through Mixed Reality Simulations. Technology, Mind, and Brain, 4, (1) Spring 2023. Special Collection: Learning in Immersive Virtual Reality. doi: 10.1037/tmb0000098 https://tmb.apaopen.org/pub/4gk68mil

Catts, H.W. & Kamhi, A.G. (2024). Rethinking reading: Differentiating comprehension from the components of reading. American Educator, Winter 2024-2025.

Catts, H. W., Terry, N. P., Lonigan, C. J., Compton, D. L., Wagner, R. K., Steacy, L. M., … & Petscher, Y. (2024). Revisiting the definition of dyslexia. Annals of Dyslexia, 74(3), 282-302.

Catts, H. W. (2021, December 6). Rethinking how to promote reading comprehension. American Federation of Teachers. https://www.aft.org/ae/winter2021-2022/catts

Catts, H.W. (2021). The critical role of oral language deficits in reading disorders: Reflection on Snowling and Hulme. Journal of Child Psychology and Psychiatry.

Catts, H.W. (2022). Why state reading tests are poor indicators of school success. The Reading League Journal, 15-23.

Catts, H.W. & Hogan, T. (2021). Dyslexia: An ounce of prevention is better than a pound of diagnosis and treatment.The Reading League Journal, 2, 6-13.

Catts, H.W. & Petscher, Y. (2021). A cumulative risk and resilience model of dyslexia. Journal of Learning Disabilities, On-line first publication. https://pubmed.ncbi.nlm.nih.gov/34365842/ 

Dede, C. (2021). Supporting unlearning to enable upskilling. In J. Wingard & C. Farrugia, The Great Skills Gap: Optimizing Talent for the Future of Work, pp. 79-84. Menlo Park, CA: Stanford University Press.

Edwards, A.A., Petscher, Y. (2024) Metrics for quantifying co-development at the individual level. Behav Res 56, 8492–8500. https://doi.org/10.3758/s13428-024-02487-0

Gatlin-Nash, B. & Dockterman, D. (2020). Supporting early language development for diverse learners. ASCD Express, 16(6). http://www.ascd.org/ascd-express/vol16/num06/supporting-early-language-development-for-diverse-learners.aspx 

Gilbert, J. B., Kim, J. S., & Miratrix, L. (2023). Modeling Item-Level Heterogeneous Treat Effects with the Explanatory Item Response Model: Leveraging Large-Scale Online Assessments to Pinpoint the Impact of Educational Interventions. Journal of Educational and Behavioral Statistics.

Grace C. Lin, Ilana Schoenfeld, Meredith Thompson, Yiting Xia, Cigdem Uz-Bilgin, and Kathryn Leech. 2022. ”What color are the fish’s scales?” Exploring parents’ and children’s natural interactions with a child-friendly virtual agent during storybook reading. In Interaction Design and Children (IDC ’22). Association for Computing Machinery, New York, NY, USA, 185–195. https://doi.org/10.1145/3501712.3529734

Hale, Elizabeth & Kim, James. (2020). Providing platforms: An examination of low-level questions in informational read alouds. The Elementary School Journal. 120(4). 000-000. https://doi.org/10.1086/708665  

Hanks, B., Lin, G. C., & Schoenfeld, I. (2023). From spoken words to prompt triggers: Technical iterations of a semi-intelligent conversational agent to promote early literacy. In P. Zaphiris, A. Ioannou, R. A. Sottilare, J. Schwarz, F. Fui-Hoon Nah, K. Siau, J. Wei, & G. Salvendy (Eds.), HCI International 2023 – Late Breaking Papers (pp. 58–69). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-48060-7_5

Kim, J. S., Gilbert, J. B., Relyea, J. E., Rich, P., Scherer, E., Burkhauser, M. A., & Tvedt, J. N. (2024). Time to transfer: Long-term effects of a sustained and spiraled content literacy intervention in the elementary grades. Developmental Psychology. https://psycnet.apa.org/fulltext/2024-55174-001.html.

Kim, J.S., Asher, C.A., Burkhauser, M., Mesite, L., & Leyva, D. (2019). Using a sequential multiple assignment randomized trial (SMART) to develop an adaptive K-2 literacy intervention with personalized print texts and app-based digital activities. AERA Open, 5(3), 1-18. https://doi.org/10.1177/2332858419872701

Kim, J. S., & Burkhauser, M. A. (2022). Teaching for transfer can help young children read for understanding. Phi Delta Kappan, 103(8), 20-24.

Kim, J. S., Burkhauser, M. A., Mesite, L. M., Asher, C. A., Relyea, J. E., Fitzgerald, J., &; Elmore, J. (2021). Improving reading comprehension, science domain knowledge, and reading engagement through a first grade content literacy intervention. Journal of Educational Psychology, 113(1), 3–26. https://doi-org.ezp-prod1.hul.harvard.edu/10.1037/edu0000465

Kim, J. S., Burkhauser, M. A., Relyea, J. E., Gilbert, J. B., Scherer, E., Fitzgerald, J., Mosher, D. & McIntyre, J. (2023). Longitudinal Randomized Trial of a Sustained Content Literacy Intervention from First to Second Grade: Transfer Effects on Students’ Reading Comprehension. Journal of Educational Psychology, 115(1), 73–98. https://doi.org/10.1037/edu0000751

Kim, J.S., Gilbert, J.B, Relyea, J.E., Ruch, P., Scherer, E., Burkhauser, M.A., Tvedt, J.N (2024). Time to Transfer: Long-Term Effects of a Sustained and Spiraled Content Literacy Intervention in the Elementary Grades. Developmental Psychology (Accepted).

Kim, J. S., Gilbert, J.B., Yu, Q.*, & Gale, C.* (2021). Measures Matter: A Meta-Analysis of the Effects of Educational Apps on Preschool to Grade 3 Children’s Literacy and Math Skills. AERA Open, 7(1): 1-19.

Kim, J. S., Relyea, J. E., Burkhauser, M. A., & Scherer, E., & Rich, P. (2021). Improving Elementary Grade Students’ Science and Social Studies Vocabulary Knowledge Depth, Reading Comprehension, and Argumentative Writing: A Conceptual Replication. Educational Psychology Review, Advanced Online Publication, April 6, 2021. https://doi.org/10.1007/s10648-021-09609-6

Kim, J.S., & Wei, H. (2022). Tier 1 instructional strategies to improve K-4 reading comprehension. EdResearch for Recovery Brief. Results for America and Annenberg Institute at Brown University. https://annenberg.brown.edu/news/new-brief-evidence-based-strategies-improve-k-4-reading 

Kim, Y.-S. G., Quinn, J. M., & Petscher, Y. (2020). Reading prosody unpacked: A longitudinal investigation of its dimensionality and relation with word reading and listening comprehension for children in primary grades. Journal of Educational Psychology.  Advance online publication. https://doi.org/10.1037/edu0000480

Mason, R. S., Fitton, L., James, R. L., & Petscher, Y. (2020, October 23). Oral Language Assessment LITeracy: Choosing the Right Assessment in the Time of COVID. https://doi.org/10.31234/osf.io/fn9j4

Mosher, D. M., & Kim, J. S. (2024). Building a science of teaching reading and vocabulary: Experimental effects of structured supplements for a read aloud lesson on third graders’ domain-specific reading comprehension. Scientific Studies of Reading, 0(0), 1–25. https://doi.org/10.1080/10888438.2024.2368145.

Mosher, D.M., Burkhauser, M.A., Kim, J.S. (2024). Improving second-grade reading through a sustained content literacy intervention: A mixed-methods study examining the mediating role of domain-specific vocabulary. Journal of Educational Psychology. (accepted)

Mozer, R., Miratrix, L., Relyea, J. E., & Kim, J. S. (2023). Combining Human and Automated Scoring Methods in Experimental Assessments of Writing: A Case Study Tutorial. Journal of Educational and Behavioral Statistics, 0(0). https://doi.org/10.3102/10769986231207886

Muhinyi, A. & Rowe, M.L. (2019). Shared reading with preverbal infants and later language development. Journal of Applied Developmental Psychology, 64, 101053. https://doi.org/10.1016/j.appdev.2019.101053

Ozernov‐Palchik, O., Olson, H., Arechiga, X. M., Kentala, H., Solorio-Fielder, J. L., Wang, K. L., Torres, Y. C., Gardino, N. D., Dieffenbach, J. R., & Gabrieli, J. D. E. (2022). Implementing Remote Developmental Research: A case study of a randomized controlled trial language intervention during COVID-19. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.734375

Patton-Terry, N., Petscher, Y., Hart, S.M., & Gaab, N. (2021). Researchers translating the science of reading: Widening the lens of translational science through team science. The Reading League Journal, 2, 46.

Petscher Y., Catts H.W. Preliminary Psychometric Evidence for the K-2 InterstellaExpress Assessment System. PsyArXiv; 2024. DOI: 10.31234/osf.io/5rjce.

Petscher, Y & Patton Terry, N. (2020, August 13). Speech recognition in education: The powers and perils. SmartBrief. https://www.smartbrief.com/original/speech-recognition-education-powers-and-perils

Petscher, Y. & Suhr. M. (In press). Core considerations for choosing and using screeners for special education. In C. Lemons, K. Lane, & S. Powell (Eds.), Handbook of Special Education Research, Vol II.

Petscher, Y., Cabell, S. Q., Catts, H. W., Compton, D. L., Foorman, B. R., Hart, S. A., … & Wagner, R. K. (2020). How the science of reading informs 21st‐century education. Reading research quarterly, 55, S267-S282.

Petscher, Y., Noel, L. T., Yun, H. J., & Catts, H. (2023). Heterogeneity in Parental Trauma, Parental Behaviors, and Parental Academic Involvement. Adversity and Resilience Science, 1-12.

Radu, I, Dede, C., Seyam, R., Feng, T., & Chung, M. (2021) Using 360-video virtual reality to influence caregiver emotions and behaviors for childhood literacy. International Journal of Gaming and Computer-Mediated Simulation. 13(1):12-33

Relyea, J. E., Gilbert, J.B. Burkhauser, M.A, Scherer, E. Mosher, D.M, Wei, Z. Tvedt, J.N. and Kim, J.S. (2024). Effectiveness of Structured Teacher Adaptations to an Online Content Literacy Intervention for Third Graders: A Randomized Controlled Trial During COVID-19. (EdWorkingPaper: 24-1001). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/ztcp-v322

Relyea, J. E., Kim, J. S., Rich, P., & Fitzgerald, J. (2024). Effects of Tier 1 content literacy intervention on early-grade English learners’ reading and writing: Exploring the mediating roles of domain-specific vocabulary and oral language proficiency. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000882

Relyea, J. E., Rich, P., Kim, J. S., Gilbert, J. B. (2023). The COVID-19 Impact of Reading Achievement Growth of Grade 3-5 Students in a U.S. Urban School District: Variation Across Student Characteristics and Instructional Modalities. Reading and Writing, 36: 317-346. https://doi.org/10.1007/s11145-022-10387-y

Rowe, Meredith, Rosa Guzman Turco, Joseph H. Blatt, Can interactive apps promote parent-child conversations?, Journal of Applied Developmental Psychology, Volume 76, 2021, 101326, ISSN 0193-3973, https://doi.org/10.1016/j.appdev.2021.101326.

Sanfilippo, J., Ness,M., Petscher, Y., Rappaport, L., Zuckerman, B., & Gaab, N.; Reintroducing Dyslexia: Early Identification and Implications for Pediatric Practice. Pediatrics July 2020; 146 (1): e20193046. 10.1542/peds.2019-3046 

Schelbe, L., Pryce, J., Petscher, Y., Fien, H., Stanley, C., Gearin, B., & Gaab, N. (2022). Dyslexia in the Context of Social Work: Screening and Early Intervention. Families in Society, 103(3), 269-280. https://doi.org/10.1177/10443894211042323 

Solari, E.J., Petscher, Y., Hall, C. (2021). What does science say about Orton-Gillingham interventions? An explanation and commentary on the Stevens et al. (2021) meta-analysis. The Reading League Journal, 46-51.

Stanley, L.H.K, Petscher, Y., Catts, H., & O’Dell, S. (2024). Predictor Importance of trauma measures and child behaviors to early literacy skills in kindergartners. Journal of Society in Social Work Research.

Treves IN, Li CE, Wang KL, Ozernov-Palchik O, Olson HA, Gabrieli JDE. (2023). Mindfulness supports emotional resilience in children during the COVID-19 pandemic. PLoS One. 2023 Jul 12;18(7):e0278501. doi: 10.1371/journal.pone.0278501. PMID: 37437077; PMCID: PMC10337965.

Wiseman, E. A. (2021). A Framework for Examining Coaching. PhD dissertation, University of Virginia, Charlottesville, VA.

Zusho, A., & Bondie, R. S. (2023). How Teachers Provide Help that Furthers Learning in Digital and Nondigital Learning Contexts. In Remembering the Life, Work, and Influence of Stuart A. Karabenick (Vol. 22, pp. 139-155). Emerald Publishing Limited.

Zusho, A., Kumar, R., & Bondie, R. S. (2023). Transforming fear into rigor, love, freedom, and joy: A new paradigm of standards-based reform. Educational Psychologist, 58(4), 244-260 https://doi.org/10.1080/00461520.2023.2250879

 

Conferences

Armstrong, C., Kim, K., Burkhauser, M., & Mesite, L. (March 2019). Developing and testing the effects of an app-supported personalized literacy intervention to improve reading engagement and comprehension. Society for Research in Educational Effectiveness (SREE) Conference, Washington, DC.

Asher, C. (November 2020). Using a Factorial Design to Maximize the Effectiveness of a Parental Text Messaging Intervention. Association for Public Policy Analysis and Management Fall Research Conference. Virtual.

Asher, C., Scherer, E., and Kim, J. (November 2020). Panel Paper: Promoting Parental Engagement – Using a Factorial Design to Maximize the Effectiveness of a Parental Text Messaging Intervention. APPAM 42nd Annual Fall Research Conference. Virtual.

Bondie, R. (2023, April). Personalizing State Required Teacher Preparation to Teach Multilingual Learners [Symposium].  In V. Clinton-Lisell (Chair), Open Education: Empirical Evidence on Innovations across Disciplines [Symposium]. American Association of Educational Research Annual Meeting (AERA). Chicago, IL.

Bondie, R. (2023). Agility: Learn Differentiated Instruction through a Free Board Game (paper and online). International Society for Technology in Education (ISTE), Philadelphia, PA. 

Bondie, R. (2023). Seize AI and Open Source Technologies for Personalized Teaching Rehearsals. Council for Exceptional Children Teacher Education Division (TED), Long Beach, CA.

Bondie, R. (June 2023). Beyond Effective and Prepared: Present, Responsive, Precise, and Imaginative Teaching (keynote). 1st Worldwide Symposium on Simulation & Teacher Education.

Bondie, R. (June, 2023). Inclusion Toolkit (keynote). New Jersey Coalition for Inclusive Education, Montclair, NJ.

Bondie, R. & Dede, C. (2019). Personalized Teacher Learning for Making Decisions in Differentiated Instruction. International Society for Technology in Education Conference, Philadelphia, PA. 

Bondie, R. & Gryta, V. (Fall Conference 2023). Teaching Well: The Intellectual, Emotional, and Physical Work of Teaching (keynote). NYSATE/NYACTE, Saratoga, NY.

Bondie, R. & Gryta, V. (Fall Conference 2023). Using AI to Reimagining Practice in Teacher Preparation.New York State Association for Teacher Education ( NYSATE/NYACTE), Saratoga, NY.

Bondie, R. & Rinaldi, C. (2022) Bridging Preparation to Daily Practices: Building Antiracist Teaching through Mixed Reality Simulations. Council for Exceptional Children Teacher Education Division (TED), Richmond, VA.

Bondie, R. & Shed, E. (2022) Differentiating Feedback to Students During Primary Source Discussions. National Council for the Social Studies (NCSS). Philadelphia, PA

Bondie, R., Dede, C., Mancenido, Z., & Adams, H. (2023). Exploring Data Visualization in Mixed Reality Simulations to Measure Teacher Responsiveness. Immersive Learning Research Network Conference Proceedings.

Bondie, R., Jack, J, Dede, C. (2019). Agile Thinking: Deciding to Teach Every Student. In Short Papers. Simulations in Teacher Education conference (NSF Grant #1813476), Louisville, KY.

Burkhauser, M. (2019). Effects of a science-literacy intervention on first graders’ argumentative writing.  Society for the Scientific Study of Reading (SSSR) Conference, Toronto, ON. 

Callaghan, M. N. (2019). Designing digital early literacy tools at scale: The struggle is real. Society for Community Research and Action Biennial Conference, National Louis University, Chicago, IL.

Callaghan, M. N. & Reich, S. M. (2019). Which mobile app feedback and leveling designs best scaffold preschool learning? Society for Research in Child Development Biennial Meeting, Baltimore, MD.

Catts, H. (June, 2024). Early identification and screening for dyslexia. The Dyslexia Foundation 20th Extraordinary Brain Symposium. Malta.

Catts, H. (August, 2024). Multifactorial causal model of dyslexia: Educational and Clinical Implications. Invited keynote address for the Tenth Nordic Conference on Remediation of Dyslexia. Stockholm, Sweden.

Catts, H. W., Petscher, Y., Summy, R., Edward, A., Guitierrez, N., Siebert, J, & Gorno 

Tempini. (2024, February). A computer adaptive measure of word reading ability. Poster

presented at the annual Pacific Coast Research Conference, San Diego, CA.

Catts, H. W. (October, 2024). Revisiting the definition of dyslexia.  Presentation as part of symposium entitled Dyslexia in the 21st century: Progressing the field through a revised definition at the annual conference of the International Dyslexia Association. Dallas, TX.

Catts, H.W. (August, 2024). The language foundations of reading comprehension. Invited address for The Big Sky Literacy Summit, Big Sky, MT.

Catts, H. (July, 2024). Two faces of dyslexia: Implications of multifactorial causal models. Presentation at the Society for the Scientific Study of Reading. Copenhagen, Denmark.

Catts, H. W. (2021, March). Prevention through early identification and intervention. On-line presentation at the 9thAnnual Research to Practice Symposium: Early Literacy Screening. AIM Academy On-line.

Catts, H. W. (March, 2021) Prevention through early identification and intervention. Presentation at the 9th Annual Research to Practice Symposium: Early Literacy Screening. AIM Academy On-line.

Catts, H.W. (July, 2019). Teaching reading comprehension (session discussant). Symposium at the annual meeting of the Society for the Scientific Study of Reading. Toronto, CA.

Catts, H.W. (June, 2019). Multifactorial causal models of dyslexia. Keynote presentation at the conference on Dificultades de Aprendizaje de la Evidencia a la Practica. Buenos Aires, Argentina. 

Catts, H.W. (May, 2019). Multifactorial causal models of dyslexia. Invited presentation at the FCDE Forum on Child Development and Education, Xi’an Jiaotong-Liverpool University,  Suzhou, China.

Catts, H.W. Reconceptualizing reading comprehension: Implications for assessment and intervention. Presentation at the conference on Dificultades de Aprendizaje de la Evidencia a la Practica Buenos Aires, Argentina.

Catts, H.W., & Petscher, Y. (2019). Risk and resilience in dyslexia: Intersections of cognitive, linguistic, and biopsychosocial factors. Paper presented at the International Dyslexia Association, Portland, OR.

Catts, H.W. Petscher, Y. (October, 2020). Cumulative risk and protection model of dyslexia. International Dyslexia Association Symposium. Virtual.

Catts, H.W. (2019, February). Reading comprehension: Why we are making limited progress and what to do about it.  Presentation at the annual Pacific Coast Research Conference, Coronado, CA.

Catts, H.W. (2019, November). What is wrong with the way we think about reading comprehension? Implications for assessment and intervention. Seminar presented at the annual conference of the American Speech-Language-Hearing Association, Orlando, FL.

Catts, H.W. (2021, April). Early identification: Research to practice. Keynote speaker for the Robert J. Schwartz Memorial Lecture, The Winward Institute.

Catts, H.W. (2021, January). The role of language and other factors in reading achievement and Disorders. Keynote presentation for the ProLeer on-line conference.

Catts, H.W. (2021, October). Preventing reading disabilities through early intervention. On-line presentation for the Understanding Dyslexia Series sponsored by the California Dyslexia Initiative and Glen Education.

Catts, H.W. (April, 2021). Early identification: Research to practice. Keynote speaker for the Robert J. Schwartz Memorial Lecture, The Winward Institute.

Catts, H.W. (October, 2021). Prevention rather than diagnosis of dyslexia. Presentation at the on-line conference of the International Dyslexia Association.

Catts, H.W. & Petscher, Y. (2019, November). Risk and resilience in dyslexia: Intersections of cognitive, linguistic,and biopsychosocial factors. Presentation at the International Dyslexia Conference, Portland, OR.

Catts, H.W. & Summy, R. (2019, November). New insight to dyslexia as a language-learning disability. Presentation in the inaugural Sylva O. Richardson Symposium at the International Dyslexia Conference, Portland, OR.

Dede, C. (2020). Keynote: XR in Learning, Unlearning, Personalization, and Assessment. IEEE 2nd International Conference on Artificial Intelligence & Virtual Reality. Virtual.

Dockterman, D., Petscher, Y., & Scanlon, P. (2020). Assessing literacy development: The challenge for AI. AI for Education Conference [international webinar].

Edwards, A., Gutierrez, N., Petscher, Y., & Catts, H. (July, 2024). Exploring change in word reading accuracy as a predictor of oral reading fluency above concurrent word reading accuracy. Poster presented at Society for the Scientific Study of Reading. Copenhagen, Denmark.

Gaab, N., Patton Terry, N., Petscher, Y., & Solari, E.J. (2021, May). Advancing translational science in the classroom. Winward Institute.

Gilbert, J. B. (September 2023) Modeling Item-Level Heterogeneous Treatment Effects with the Explanatory Item Response Model: Leveraging Large Scale Online Assessments to Pinpoint the Impact of Educational Interventions. Presentation at the Society for Research on Educational Effectiveness Conference.

Gutierrez, N., Siebert, J., Zegers, M., Duran, L., Catts, H., Petscher, Y., & Tempini, M. (July, 2024). Exploring relationships and predictive power of early literacy measures on word reading across language proficiencies. Presentation at the Society for the Scientific Study of Reading. Copenhagen, Denmark.

Kim, J., Burkhauser, M., Mesite, L. & Armstrong, C. (March 2019). Using design-based implementation research and a randomized controlled trial to replicate, refine, and study the effectiveness of a model of reading engagement (MORE) on first-graders’ science domain knowledge, reading motivation and engagement, and reading comprehension. Society for Research in Educational Effectiveness (SREE) Conference, Washington, DC.

Kim, J., Burkhauser, M.B., Relyea, J. R., Gilbert, J. B., Scherer, E., Fitzgerald, J. F., Mosher, D. M., & McIntrye, J. M. Transfer Effects of an Elementary Content Literacy Intervention on Second-Graders’ Science Content Reading Comprehension: A Cluster Randomized Controlled Trial. Annual Meeting of the Society for Research on Educational Effectiveness.

Kim, J.S. (July 2023) Time to transfer: Long-term impacts and cost-effectiveness of grade 1-3 sustained content literacy intervention. Presentation at the Society for the Scientific Study of Reading Conference.

Kim, J.S. (September 2023) Time to Transfer: Long-Term Effects of a Sustained and Spiraled Content Literacy Intervention in the Elementary Grades. Presentation at the Society for Research on Educational Effectiveness Conference.

Leech, K. A., Lin, G., Dedushaj, D., Thompson, M., Gabrieli, J., and Klopfer, E.. (July, 2024). Evaluating an App with Voice-Recognition Technology to Promote Parent-Child Talk During Reading. Poster to be presented at the Triennial meeting of the International Association for the Study of Child Language: Prague.

Lin, G. C., & Leech, K. (2023, November). Reading with virtual agents: Caregivers’ and children’s preferred AI persona [Poster Session]. Psychonomic Society, San Francisco, CA.

Lin, G. C., Schoenfeld, I., Hanks, B., & Leech, K. (2024). Don’t Let Your Remotes Flop! Potential Ways to Incentivize and Increase Study Participants’ Use of Edtech. In C. Stephanidis, M. Antona, S. Ntoa, & G. Salvendy (Eds.), HCI International 2023 – Late Breaking Posters (pp. 287–294). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-49212-9_36

Mesite, L., Burkhauser, M., Armstrong, C., Kim, J. (July 2019). First-grade literacy intervention improves reading comprehension through science-embedded approach. Society for the Scientific Study of Reading (SSSR) Conference, Toronto, ON.

Mosher, D. (July 2023) The effect of structured read-aloud supplements on measures of comprehension transfer. Presentation at the Society for the Scientific Study of Reading Conference.

Mosher, D. (September 2023) The Effect of Structured Teacher Read Aloud Supplements on Measures of Comprehension Transfer. Presentation at the Society for Research on Educational Effectiveness Conference.

Osterweil, S. & Rosenheck, L. (October 2019). Literacy Workshop: Adult capacity building in the reach every reader project. Connected Learning Summit, Irvine, CA.

Pedonti, S., Leech, K. A., Lin, G., Schoenfeld, I., & Uz-Bilgin, C., (2022, April). Preliminary evaluation of a “Smart Speaker” app to increase parent-child conversation during shared book reading. Poster presented at the Biennial meeting of the Cognitive Development Society: Madison, WI.

Petscher, Y. (August, 2024). Going from root to fruit in thinking about whole child screening systems in the science of reading. Invited address for The Big Sky Literacy Summit, Big Sky, MT.

Petscher, Y. (2018). Leveraging technology and quantitative methods to build better screeners. Paper presented at International Dyslexia Association, Mashantucket, CT.

Radu, I. & Dede, C. (2019). Designing immersive experiences that create empathy, reveal biases, alter mindsets. Serious Games Conference, Montreal, Canada.

Radu, I., Dede, C., Wang, J., Nie, G., Bhola, K., & Scuzzarella, M. (2022). Using virtual environments to reveal teacher bias towards students’ socioeconomic status. 2022 8th International Conference of the Immersive Learning Research Network (iLRN), pp. 1-8. doi: 10.23919/iLRN55037.2022.9815955.

Relyea, J., Mesite, L, Burkhauser, M., Kim, J., & Armstrong, C. (July 2019). Effects of first-grade content-area literacy intervention on reading, writing, domain knowledge, and reading motivation for English learners ad English-proficient students. Society for the Scientific Study of Reading (SSSR) Conference, Toronto, ON.

Scherer, E. (March 2023) Understanding Patterns of Family Engagement with Educational Technology to Inform School-Family Communication: A Mixed Method Approach. Association for Education Finance and Policy.

Scherer, E. (November 2023) Understanding Patterns of Family Engagement with Educational Technology to Inform School-Family Communication: A Mixed Method Approach. Association for Public Policy Analysis and Management.

Scherer, E., Armstrong, A., and Kim, J. (March 2020). Using a Factorial Design to Understand Varying Effects of Parental Text Messaging Interventions. AEFP 46th Annual Conference. Virtual.

Siebert, J., Domingue, B., Catts, H., & Tempini, M. (July, 2024). An iterative random forest  approach to task selection. Presentation at the Society for the Scientific Study of Reading.  Copenhagen, Denmark.

Stanley, C., & Petscher, Y. (2019). Screening and Identification. Paper presented at the International Dyslexia Association, Portland, OR.

Thompson, M.*, Lin, G. C., Schoenfeld, I., Uz-Bilgin, C., Leech, K. (2022, July). Taking advice from a virtual agent: Usability of an artificially intelligent smartspeaker app for parent and child storybook reading. Presented virtually at the 2022 Connected Learning Summit