Our Publications


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, 1-26. https://doi.org/10.1080/19345747.2021.2009073

Kim, J. S., Burkhauser, M. A., Relyea, J. E., Gilbert, J. B., Scherer, E., Fitzgerald, J., Mosher, D., & McIntyre, J. (2022). 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. https://doi.org/10.1037/edu0000751

Radu, I., Dede, C., Wang, J., Nie, G., Bhola, K., & Scuzzarella, M. (2022, May). Using Virtual Environments to Reveal Teacher Bias Towards Students’ Socioeconomic Status. In 2022 8th International Conference of the Immersive Learning Research Network (iLRN) (pp. 1-8). IEEE. https://doi.org/10.23919/iLRN55037.2022.9815955


Bondie, R. & Dede, C. (2021). Redefining and Transforming Field Experiences in Teacher Preparation Through Personalized Mixed Reality Simulations. What Teacher Educators Should Have Learned from 2020, 229. 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, 53(1), 107-123. https://doi.org/10.1080/15391523.2020.1823284

Bondie, R., Sadowski, K., Dede, C. (accepted). The potential of differentiated and personalized teacher learning through Mixed Reality Simulations. Technology, Mind, and Brain.

Bondie, R. & Zusho, A. 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

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. https://doi.org/ 10.31234/osf.io/nvgje

Catts, H. W. (2021). Commentary: The critical role of oral language deficits in reading disorders: reflections on Snowling and Hulme (2021). Journal of Child Psychology and Psychiatry, 62(5), 654-656. https://doi.org/10.1111/jcpp.13389

Catts, H. W. (2022). Rethinking How to Promote Reading Comprehension. American Educator, 45(4), 26. https://www.aft.org/ae/winter2021-2022/catts

Catts, H. W., & Petscher, Y. (2022). A cumulative risk and resilience model of dyslexia. Journal of Learning Disabilities, 55(3), 171-184. 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. https://doi.org/10.35542/osf.io/9cge4

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., 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.org/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. 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, 33(4), 1935-1964. https://doi.org/10.1007/s10648-021-09609-6

Patton-Terry, N., Petscher, Y., Gaab, N., & Hart, S. (2021). Researchers translating the science of reading: Widening the lens of translational science through team science. The Reading League Journal, 2(1), 46.https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8130832/

Petscher, Y., & Suhr, M. (2022). Considerations for Choosing and Using Screeners for Students With Disabilities. In Handbook of Special Education Research, Volume II (pp. 83-96). Routledge.

Radu, I., Dede, C., Seyam, M. 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 Simulations (IJGCMS), 13(1), 12-33. https://doi.org/10.4018/IJGCMS.20210101.oa2

Rowe, M. L., Turco, R. G., & Blatt, J. H. (2021). Can interactive apps promote parent-child conversations?. Journal of Applied Developmental Psychology, 76, 101326. https://doi.org/10.1016/j.appdev.2021.101326.

Schelbe, L., Pryce, J., Petscher, Y., Fien, H., Stanley, C., Gearin, B., & Gaab, N. (2021). Dyslexia in the context of social work: Screening and early intervention. Families in Society. https://doi.org/10.1177/10443894211042323

Solari, E., 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. https://doi.org/10.31234/osf.io/mcw82

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


Alonzo, C. N., McIlraith, A. L., Catts, H. W., & Hogan, T. P. (2020). Predicting dyslexia in children with developmental language disorder. Journal of Speech, Language, and Hearing Research, 63(1), 151-162. https://doi.org/10.1044/2019_JSLHR-L-18-0265

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, E., & Kim, J. S. (2020). Providing platforms: An examination of low-level questions in informational read alouds. The Elementary School Journal, 120(4), 555-579. https://doi.org/10.1086/708665

Kim, Y. S. G., Quinn, J. M., & Petscher, Y. (2021). 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, 113(3), 423. 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. (2021). Improving reading comprehension, science domain knowledge, and reading engagement through a first-grade content literacy intervention. Journal of Educational Psychology, 113(1), 3. https://doi.org/10.1037/edu0000465

Petscher, Y., Cabell, S., Catts, H.W., Compton, D., Foorman, B., Wagner, R. (2020). How the science of reading informs 21st‐century education. Reading research quarterly, 55, S267-S282. https://doi.org/ 10.1002/rrq.352


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. https://doi.org/10.1016/j.appdev.2019.101053