RESEARCH ARTICLES

Mathes, P. G., Denton, C. A., Fletcher, J. M., Anthony, J. L., Francis, D. J., & Schatschneider, C.

              (2005). The effects of theoretically different instruction and student characteristics on 

               the skills of struggling readers. Reading Research Quarterly, 40(2), 148–182.

               https://doi.org/10.1598/RRQ.40.2.2

 

Mathes, P. G., & Torgesen, J. K. (2005). Early interventions in reading, Level 1. (Teacher

             guides, daily lessons materials, student activity books, and student leveled readers for

             small group reading interventions). Columbus, OH:  SRA/McGraw-Hill.

             www.mheducation.com

 

 

Shaywitz, B. A., Shaywitz, S. E., Pugh, K. R., Mencl, W. E., Fulbright, R. K., Skudlarksi, P.,

             Constable, R. T., Marchione, K. E., Fletcher, J. M., Lyon, G. R., & Gore, J. C. (2002).

             Disruption of posterior brain systems for reading in children with developmental

             dyslexia. Biological Psychiatry, 52(2), 101–110. https://doi.org/10.1016/S0006-

             3223(02)01365-3

 

Weiser, B, Buss, C., Sheils, A. P., Gallegos, E., & Murray, R. (2019). Expert reading coaching via

             technology: Investigating the reading, writing, and spelling outcomes of students in

             grades K–8 experiencing significant reading learning disabilities. Annals of Dyslexia,

            69(1), 54-79. doi:10.1007/s11881-018-00175-1

 file:///F:/Published%20Article/Weiser%20et%20al%202019%20Expert%20Reading%20Coaching%20Via%20Technology.pdf