Library
Presentations
Maximizing Literacy Outcomes for Students with Intellectual Disabilities, Presented by Jill Allor, EdD, at the December 7th lecture.
Move Over DIBELS: Advances in Computer Adaptive Testing
Scaling-Up Tier 2 Intervention: Lessons Learned
Self-Regulated Strategy Development for Writing: Initial Research on Classroom Teacher Implementation, Steve Graham, Ph.D., and Karen Harris, Ph.D.
Skills, Will, Strategies, and Knowledge - The Road to Competent Writing, Steve Graham, Ph.D., and Karen Harris, Ph.D.
From the Laboratory to Congress; from the White House to the Classroom, G. Reid Lyon, Ph.D.
Mathes IRA Chicago 2006 - Preventing Reading Failure
Mathes IDA New York 2007 - The Power of Reading Intervention
Allor/Jones Plain Talk Dallas 2006 - Children with Mental Retardation Can Learn to Read
Allor/Jones Plain Talk Dallas 2006 - Maximizing Literacy Outcomes for Students with Mental Retardation
Mathes Plain Talk Houston 2008 - Reducing Reading Failure to Less than 1%
Mathes Plain Talk Chicago 2009 - Scaling Up Tier 2 Intervention: Lessons Learned
Mathes Plain Talk Chicago 2009 - Teaching English Language Learners to Read
Publications
Allor, J.H., Mathes, P.G., Roberts, K.R., Jones, F.G., & Champlin, T. (in press). Teaching students with moderate intellectual disabilities to read: An experimental examination of a comprehensive reading intervention. Education and Training in Developmental Disabilities.
Denton., C.A., Mathes, P.G., Swanson, E., Nimon, K., Kethley, C. (in press). Scaling-Up Responsive Reading: A Test of Generalization to the Real World. Exceptional Children.
Tong, F., Lara-Alecio, R., Irby, B. J., & Mathes, P. G. (in press). Hispanic English Learners Response to a Longitudinal English Instructional Intervention and the Effect of Gender: A Multilevel Analysis. Elementary School Journal
Tong, F., Lara-Alecio, R., Irby, B. J., & Mathes, P. G. (in press). The effects of an instructional intervention on dual language development among first grade Hispanic English learning boys and girls: A two-year longitudinal study. Journal of Applied Developmental Psychology.
Allor, J.H., Mathes, P.G., Jones, F.G., & Roberts, K.R. (2010). Teaching students with moderate intellectual disabilities to read: An experimental examination of a comprehensive reading intervention. Education and Training in Developmental Disabilities, 45, 3-22.
Allor, J.H., Mathes. P.G., Jones, F., Champlin, T., & Cheatham, J. (2010). Individualized Research-Based Reading Instruction for Students with Intellectual Disabilities: Success Stories Teaching Exceptional Children, 42(3), 6-12.
Allor, J.H., Mathes, P.G., Champlin, T., & Cheatham, J.P. (2009). Research-based techniques for teaching early reading skills to students with intellectual disabilities. Education and Training in Developmental Disabilities, 44, 356-366.
Lara-Alecio, R., Tong, F., Irby, B. J. and Mathes, P.G. (2009). Teachers' pedagogical differences during ESL block among bilingual and English-immersion kindergarten classrooms in a randomized trial study', Bilingual Research Journal, 32, 77-100.
Barth, A.E., Stuebing, K. K., Anthony, J. L., Denton, C. A., Mathes, P.G., Fletcher, J.M., Francis, D.J. (2008). Agreement among Response to Intervention Criteria for Identifying Responder Status. Learning and Individual Differences, 3, 296-307.
Tong, F., Lara-Alecio, R., Irby, B. J., Mathes, P.G., & Kwok, O. (2008). Accelerating early academic oral English development in transitional bilingual and structured English immersion programs. American Educational Research Journal. 45, 1011-1044.
Tong, F., Irby, B., Lara-Alecio, R., & Mathes, P.G. (2008). English and Spanish acquisition by second graders in developmental bilingual programs: A 3-year longitudinal randomized study. Hispanic Journal of Behavioral Sciences, 30(4), 500-529.
Irby, B.J., Lara-Alecio, R., Quiros, A., Rodriguez, L., & Mathes, P.G. (2008). Story retelling and higher order thinking for English language literacy acquisition: STELLA A disruption of a model for English language learners oral language development. Connexions.
Mathes, P.G. (2007). Teaching English language learners who are at risk for dyslexia to read. Perspectives on Language and Literacy, Special Edition, 29-38.
Mathes, P.G., Vaughn, S., Linan-Thompson, S., Crdenas-Hagan, E., & Duradola, S.P. (2007). Teaching struggling readers who are native Spanish speakers: What do we know? Language, Speech, and Hearing Services in the School, 38, 260-271.
Vaughn, S., Linan-Thompson, Mathes, P.G. Duradola, S., & Crdenas-Hagan, E. (2007). First-grade English language learners at-risk for reading problems: Effectiveness of an English intervention. Elementary School Journal, 107, 153-180.
Denton, C.A., Swanson, E., & Mathes, P.G. (2007). Assessment-based instructional coaching provided to reading intervention teachers. Reading and Writing Quarterly. 20, 569-590.
Pollard-Durodola, S.D., Mathes, P.G., Vaughn, S.R., Cardenas-Hagan, E., & Linan-Thompson, S. The Role of oracy in developing comprehension in Spanish-speaking English language learners. (2006). Topics in Language Disorders. 26, 362-381.
Vaughn, S., Cirino, P. T., Linan-Thompson, S., Mathes, P. G., Carlson, C. D., Cardenas-Hagan, E., & Pollard-Durodola, S. D. (2006). Effectiveness of a Spanish intervention and an English intervention for English-Language Learners at risk for reading problems. American Educational Research Journal, 43, 449-479.
Vaughn S.R. Mathes, P.G., Linan-Thompson, & Francis, D.J. (2006) Teaching English language learners at risk for reading disabilities to read: Putting research into practice. Learning Disabilities Research and Practice, 20, 58-67.
Vaughn, S., Linan-Thompson, S., Mathes, P. G., Cirino, P. T., Carlson, C. D., Pollard-Durodola, S. D. (2006). Effectiveness of Spanish intervention for first-grade English language learners at risk for reading difficulties. Journal of Learning Disabilities, 39(1), 56-73.
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, 148-182.
Vaughn. S., Mathes, P.G. Linan-Thompson, S. & Francis, D.J. (2005). Teaching English language learners at risk for reading difficulties to read in Spanish or English. Learning Disabilities Research and Practice, 20(1), 58-67.
Vaughn S., Linan-Thompson, S., Mathes, P.G., Cardenas-Hagan, E. Duradola, S.P, & Francis, P. (2005). Intervention for 1st-Grade English Language Learners with Reading Difficulties Perspectives, 31, 31-35.
Denton, C.A., Foorman, B.R., Mathes, P.G. (2003) Perspective: Schools the Beat the Odds” – Implication. Remedial and Special Education, 24, 258-272.
Grek, M.L. Mathes, P.G., & Torgesen, J.K. (2003). Observations of supplemental reading instruction. In S.Vaughn & K. Briggs (Eds.) Observational Techniques in Educational Research, Baltimore, MD: Paul H. Brooks.
Kern, R., & Ware, P. D., & Warschauer, M. (in press). Crossing frontiers: New directions in online pedagogy and research. Annual Review of Applied Linguistics.
Mathes P.G. Torgesen, J.K, Menchetti, J.C., Santi, K., Nicholas, K., Robinson, C. A (2003). Comparison of Teacher-Directed versus Peer-Assisted Instruction to Struggling First-Grade Readers. Elementary School Journal, 103, 459-479.
Mathes, P. G., & Denton, C.A. (2003). Reading disability: A construct in transition. In S. Goldman (Ed.) The encyclopedia of education.
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
Mathes, P.G, & Denton, C.A “Slow-Responders” in Early Literacy Interventions. (2003). In B. Foorman (Ed.) Effective Preventions and Interventions for Children At-Risk of Reading Difficulties or with Identified Reading Disabilities. Baltimore, MD: York Press.
Pearson, J.M., Mathes, P.G., Liberman, D. Allor, J.A., Burridge, A. (in press). The Effect of Peer-Assisted Literacy Strategies on Phonemic Awareness and Lexical Retrieval for Low-achieving First-grade Readers. Reading Psychology
Vaughn S., Linan-Thompson, S., Mathes, P.G., Cirinio, P.T., Carlson,C., Francis, D.G., Duradola, S.P, & Hagan, E.C., (in press). Effectiveness of Spanish Intervention for 1st Grade English Language Learners At Risk for Reading Difficulties. Journal of Educational Psychology.
Vaughn, S.R., Mathes, P.G., & Linan-Thompson (in press) Teaching English language learners at risk for reading difficulties to read in Spanish or English. Learning Disabilities Research and Practice
Ware, P. D. (in press). Confidence and competition online: ESL student perspectives on web-based discussions in the classroom. Computers and Composition: An International Journal.
Curricular Materials
Mathes, P. G., Linan-Thompson, S., & Vaughn, S.R. (in press). Lectura proactive para principiantes. Columbus, OH: SRA/McGraw-Hill.
Allor, J.H., & Mathes, P.G. (in press). Early Interventions in Reading: Foundation Level. Columbus, OH: SRA/McGraw-Hill.
Mathes, P.G. (in press). I-Station Indicators of Progress - Advanced Reading (ISIP-AR). Dallas, TX: Istation. [Web-based continuous progress monitoring reading assessment using computer adaptive testing technology for grades 4-8]
Mathes, P.G., Torgesen, J.K., & Herron, J. (2009). I-Station Indicators of Progress - Early Reading (ISIP-ER). Dallas, TX: Istation. [Web-based continuous progress monitoring reading assessment using computer adaptive testing technology for grades K-3]
Mathes, P.G., & Torgesen, J.K. (2005). Early Interventions in Reading, Level 1. Columbus OH: SRA/McGraw-Hill.
Mathes, PG. (2005). The Teachers Tutor: Early Interventions in Reading, Level 1 SRA/McGraw-Hill. [Professional Development DVD]
Mathes, P.G. (2005). Early Interventions in Reading, Level 2, Columbus OH, SRA.
Mathes, P.G. & Torgesen, J.K (2005). The Teachers Tutor: Early Interventions in Reading, Level 2. SRA/McGraw-Hill. [Professional Development DVD/CD]
Mathes, P.G., Torgesen, J.K., & Menchetti, J.C. (2001). Kindergarten Peer-Assisted Literacy Strategies: K-PALS. Longmont, CO: Sopris West.
Mathes, P.G., Torgesen, J.K., & Allen, S. (2001). Peer Assisted Literacy Strategies for First-Grade Readers: 1st-Grade PALS. Longmont, CO: Sopris West.
Mathes, P.G., Allor, J.H., & Allen, S. (2001). Path to Achieving Early Reading Success: Teacher-Directed Small Group Early Reading Lessons (Teacher-Directed PALS). Longmont, CO: Sopris West.
Mathes, P.G., Torgesen, J.K, Menchetti, J.C., Wahl, M., & Grek, M.K. (2004) Proactive Early Intervention in Reading. (Teacher guides, daily lessons materials, and student activity books for first-grade reading intervention). Columbus, Ohio: SRA/McGraw-Hill.
Mathes, P. G., Linan-Thompson, S., Pollard-Duradola, S. D., Hagan, E. C., & Vaughn, S. (2003). Lectura proactive para principiantes: Intensive small group instruction for Spanish speaking readers. Developed with funds provided by the National Institute of Child Health and Human Development (#HD-99-012), Development of English Literacy in Spanish Speaking Children.
Mathes, P.G., Torgesen, J.K., & Herron, J. Continuous Monitoring of Early Reading Skills (CMERS) ( In press)[Computer software]. San Rafael, CA: Talking Fingers, Inc.