See below for a list of Reach Every Reader’s publications and conferences.
Bondie, R. and Dede C. What We Want Versus What We Have: Transforming Teacher Performance Analytics to Personalize Professional Development. (2023). In Moskal, P., Dziuban, C., Picciano, A. (Eds.), Data Analytics and Adaptive Learning: Research Perspectives. Routledge.
Bondie, R. Dede, C, Macenido, Z., Adams, H. (2023). Exploring Data Analytics in Mixed Reality Simulations to Measure Teacher Responsiveness. 9th International Conference of the Immersive Learning Research Network.
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
Zusho, A. and Bondie, R.S. (2023), “How Teachers Provide Help that Furthers Learning in Digital and Nondigital Learning Contexts”, Urdan, T. and Gonida, E.N. (Ed.) Remembering the Life, Work, and Influence of Stuart A. Karabenick (Advances in Motivation and Achievement, Vol. 22), Emerald Publishing Limited, Bingley, pp. 139-155. https://doi.org/10.1108/S0749-742320230000022010
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.
Bondie, R., Zusho, A., Wiseman, E., Dede, C., & Rich, D. (2023). Can Differentiated and Personalized Mixed-Reality Simulations Transform Teacher Learning?. Technology, Mind, and Behavior, 4(1).
Kim, J. S., Burkhauser, M. A., Relyea, J. E., Gilbert, J. B., Scherer, E., Fitzgerald, J., … & McIntyre, J. (2023). A 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.
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
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.
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., Mancenido, Z. & Dede, C. (2021). Interaction principles for digital puppeteering to promote teacher learning. Journal of Research on Technology in Education.
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. (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. (in press). Rethinking how to promote reading comprehension. American Educator.
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/
Catts, H.W. (in press). Why state reading tests are poor indicators of school success. The Reading League Journal.
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.
Kim, J. S., Gilbert, J., 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. https:// DOI:10.1177/23328584211004183
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., 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
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., Cabell, S., Catts, H.W., Compton, D., Foorman, B….Wagner, R. (2021). How the science of reading informs 21st-century education. Reading Research Quarterly, 55, S267-S282.
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.
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
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.
Schelbe, L., Pryce, J., Petscher, Y., Fien, H., Stanley, C., Gearin, B., & Gaab, N (in press). Dyslexia in the context of social work: Screening and early intervention. Families in Society.
Solari, E.J., Petscher, Y., Hall, C. (in press). What does science say about Orton-Gillingham interventions? An explanation and commentary on the Stevens et al. (2021) meta-analysis. The Reading League Journal.
Wiseman, E. A. (2021). A Framework for Examining Coaching. PhD dissertation, University of Virginia, Charlottesville, VA.
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.
Bondie, R. & Zusho, A. (2020) The Secrets to Motivation: Autonomy, Belonging, Competence, and Meaning (ABC+M). (Accepted) ASCD Express.
Bondie, R. (2020). 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. (2020). Direction correction: Getting the discussions you want. ASCK Express, 15(6).http://www.ascd.org/ascd-express/vol15/num16/direction-correction-getting-the-discussions-you-want.aspx
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
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
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
Kim, J. S., Burkhauser, M. A., Mesite, L. M., Asher, C. A., Relyea, J. E., Fitzgerald, J., & Elmore, J. (2020). Improving reading comprehension, science domain knowledge, and reading engagement through a first-grade content literacy intervention. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000465
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.
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
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
Bondie, R. (2023). Agility: Learn Differentiated Instruction through a Free Board Game (paper and online). International Society for Technology in Education (ISTE), Philadelphia, PA. (forthcoming)
Bondie, R. 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. & 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.
Thompson, M., Lin, G., Schoenfeld, I., Uz-Bilgin, C., Leech, K. Taking Advice From a Virtual Agent: Usability of an Artificially Intelligent Smartspeaker App for Parent and Child Storybook Reading. CLS2022 research paper submission and presentation.
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. (April, 2021). 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, March). Prevention through early identification and intervention. On-line presentation at the 9th Annual Research to Practice Symposium: Early Literacy Screening. AIM Academy On-line.
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, October). Preventing reading disabilities through early intervention. On-line presentation for the Understanding Dyslexia Series sponsored by the California Dyslexia IInitiative and Glen Education.
Catts, H.W. (October, 2021). Prevention rather than diagnosis of dyslexia. Presentation at the on-line conference of the International Dyslexia Association.
Gaab, N., Patton Terry, N., Petscher, Y., & Solari, E.J. (2021, May). Advancing translational science in the classroom. Winward Institute.
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.
Gaab, N., Patton Terry, N., Petscher, Y., & Solari, E.J. (2021, May). Advancing translational science in the classroom. Winward Institute.
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.
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.
Catts, H., Petscher, Y. (October, 2020). Cumulative risk and protection model of dyslexia. International Dyslexia Association Symposium. Virtual.
Dede, C. (2020). Keynote: XR in Learning, Unlearning, Personalization, and Assessment. IEEE 2nd International Conference on Artificial Intelligence & Virtual Reality. Virtual.
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.
Bondie, R. & Dede, C. (2019). Personalized Teacher Learning for Making Decisions in Differentiated Instruction. International Society for Technology in Education Conference, Philadelphia, PA.
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. (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. (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. 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. (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. (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. & 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.
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. (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.
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.
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.
Osterweil, S. & Rosenheck, L. (October 2019). Literacy Workshop: Adult capacity building in the reach every reader project. Connected Learning Summit, Irvine, CA.
Radu, I. & Dede, C. (2019). Designing immersive experiences that create empathy, reveal biases, alter mindsets. Serious Games Conference, Montreal, Canada.
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., 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.