Woods, D., Ketterlin-Geller, L.R., & Basaraba, D. (2017) Supporting numeracy development in kindergarten using number lines. Intervention in School and Clinic, 53(4), 229-236. 

Platas, L.M., Ketterlin-Geller, L.R., & Sitabkhan, Y. (2016). Using an assessment of early mathematical knowledge and skills to inform policy and practice: Examples from the early grade mathematics assessment. International Journal of Education in Mathematics, Science and Technology, 4(3), 163-173. DOI:10.1844/ijemst.20881

Ketterlin-Geller, L.R., Gifford, D., & Perry, L., (2015). Measuring middle school students' algebra readiness: Examining validity evidence for experimental measures. Assessment for Effective Intervention, 41, 28-40. 

Jamgochian, E., & Ketterlin-Geller, L.R. (2015). The 2% transition: Supporting access to mathematics for students with moderate disabilities using accommodations. TEACHING Exceptional Children.

Baker, D. L., & Basaraba, D. (submitted). Effective instruction to support a diverse population of English learners. Educational Leadership.

Baker, D. L., Basaraba, D., Cole, R., Richardson, U., & Lyytinen, H. (submitted). Using computer-assisted instruction to advance the decoding skills of first grade students in English and in Spanish. Reading and Writing; An Interdisciplinary Journal.

Basaraba, D., Ketterlin-Geller, L.R., Yovanoff, P., & Shivraj, P. (in preparation). Designing a stopping rule for diagnostic assessments: Implications for measurement. 

Basaraba, D., Shivraj, P., Yovanoff, P., & Ketterlin-Geller, L.R. (in preparation). Examining the role of cognitive engagement in students’ mathematical understanding.

Ketterlin-Geller, L.R., Shivraj, P., & Basaraba, D. (in preparation). Designing instruction based on learning progressions: Teachers’ use of diagnostic assessments to support struggling students. 

Shivraj, P., Yovanoff, Y., & Ketterlin-Geller, L.R. (in preparation). Different approaches to analyzing distractor functioning.

Walkington, C., Clinton, V., & Shivraj, P. (in preparation). How readability factors differentially impact students of different backgrounds when solving mathematics word problems.

Ketterlin-Geller, L.R., Gifford, D., & Shivraj, P. (in preparation). Visual representations in mathematics: Accessibility feature or accessibility barrier?

Nelson-Walker, N., Ketterlin-Geller, L.R., Jamgochian, E., Copeland, H., Park, J., & Jungjohann, K. (in preparation). Improving teachers’ content knowledge: Does targeted professional development work?

Platas, L. M., Ketterlin-Geller, L. R., Brombacher, A., & Sitabkhan, Y. (2013). Core early grade mathematics assessment (Core EGMA) Toolkit. Research Triangle Park, NC: RTI International.

Ketterlin-Geller, L.R., & Schielack, J. (under review). The design and implementation of a universal screening system for algebraic readiness, grades 5-8. 

Ketterlin-Geller, L.R., Shivraj, P., Basaraba, D., & Yovanoff, P. (revise and resubmit). Test design considerations for using mathematical learning progressions to design diagnostic assessments.

Ketterlin-Geller, L.R., Gifford, D., & Perry, L. (revise & resubmit). Measuring middle school students’ algebra readiness: Examining validity evidence for experimental measures. 

Ketterlin-Geller, L.R., Baumer, P., & Lichon, K. (2014): Administrators as advocates for teacher collaboration. Intervention in School and Clinic.

Ketterlin-Geller, L.R., Crawford, L., & Huscfoft-D'Angelo, J.N. (2014): Screening to assign accommodations: Using data to make decisions. Learning Disabilities: A Multidisciplinary Journal, 20(2), 61-74.  

Ketterlin-Geller, L.R., Yovanoff, P., Jung, E., Liu, K., & Geller, J. (2013). Construct definition using cognitive-based evidence: A framework for practice. Educational Assessment, 18, 122-146. DOI: 10.1080/10627197.2013.790207

Platas, L.M., Ketterlin-Geller, L.R., Brombacher, A., & Sitabkhan, Y. (2013): Core early grade mathematics assessment Core EGMA) Toolkit. Research Triangle, NC: RTI International.

Crawford, L., & Ketterlin-Geller, L. R. (2012). Middle School Teachers' Assignment of Test Accommodations. The Teacher Educator, 48(1), 29-45. 

Ketterlin-Geller, L. R., Jamgochian, E., Nelson-Walker, N., & Geller, J. (2012). Disentangling mathematics target and access skills: Implications for accommodation assignment practices. Learning Disabilities Research and Practice, 27(4), 178-188. 

Ketterlin-Geller, L. R., & Chard, D. J. (2011) Algebra readiness for students with learning difficulties in grades 4-8: Support through the study of number. Australian Journal of Learning Disabilities, 16(1), 65-78. 

 

Munter, C., Wilhelm, A., Cobb, P., & Condray, D. (2014): Assessing fidelity of implementation of an prescribed, diagnostic mathematics intervention.Journal of Research on Educational Effectiveness, 7(1), 83-113.

Jackson, K.J., Garrison, A., Wilson, J., Gibbons, L., & Shahan, E. (2013): Exploring relationships between setting up complex tasks and opportunities to learn in concluding whole-class discussions in middle-grades mathematics instruction. Journal for Research in Mathematics Education, 40(4), 646-682.

Basaraba, D., Biancarosa, G., Carlson, S., & Shanley, L., (2014). What does it mean to "read like a historian"? ASCD Express, 9(13). 

Carlson, S., Biancarosa, G., Shanley, L., & Basaraba, D., (submitted for publication). Common core standards for comprehending science texts: How can instruction support students in light of these new standards? ASCD Express.

Sáez, L., Patarapichayatham, C., Basaraba, D., & Tindal, G. (submitted for publication). Multiple choice reading comprehension test item types: A revisited framework for understanding sub-skill measurement. Applied Measurement in Education.

Wasserman, N. (2014). Bringing dynamic geometry to three dimensions: The use of SketchUp in mathematics education. In D. Polly (Ed.)Common Core Mathematics Standards and Implementing Digital Technologies. p. 68-99. doi: 10.4018/978-1-4666-6497-5.ch004

Ketterlin-Geller, L. R., Yovanoff, P., Jung, E., Liu, K., Geller, J. (2013).Construct definition using cognitively based evidence: A framework for practice. Educational Assessment, 18(2).

Perry, L. (2013). Review of formative assessment use and training in Africa.International Journal of School and Educational Psychology, 1(2).

Crawford, L. & Ketterlin-Geller, L.R. (2012): Middle school teachers' assignment of test accommodationsThe Teacher Educator48(1), 29-45.

Baker, D. L., Park, Y., Baker, S., K., Basaraba, D., Kame’enui, E. J., & Beck, C. T. (2012). Effects of a paired bilingual reading program on the performance of English learners in grades 1-3Journal of School Psychology,50(6), 737-758.

Basaraba, D., Yovanoff, P., Alonzo, J., & Tindal, G. (2012). Examining the underlying structure of reading comprehension: Do multiple levels of comprehension exist? Reading and Writing: An Interdisciplinary Journal, 26(3), 349-379.

Ketterlin-Geller, L. R., Jamgochian, E. M., Nelson-Walker, N. J., Geller, J. P. (2012). Disentangling mathematics target and access skills: Implications for accommodation assignment practices. Learning Disabilities Research & Practice, 27(4), 178-188.

Perry, L., Ketterlin-Geller, L. R., Benson, S., Schielack, J., & Broadway, E. (2012). Supporting students’ algebra readiness: A response to intervention approach. Texas Mathematics Teacher, 59(2), 26-29.

Wasserman, N., & Ham, E. (2012). Gaining perspective on success, support, retention, and student test scores: Listening to beginning teachers. Leaders of Learners, 5(3), 9-14.

Walkington, C., Sherman, M., & Petrosino, A. (2012). Playing the game of story problems: Coordinating situation-based reasoning with algebraic representation. Journal of Mathematical Behavior, 31(2), 174-195. 

Clarke, B., Smolkowski, K., Baker, S. K., Fien, H. Doabler, C. T., & Chard, D. J. (2011). The impact of a comprehensive tier I core kindergarten program on the achievement of students at risk in mathematics. Elementary School Journal, 111, 561-584.

Ketterlin Geller, K., & Chard, D. J. (2011). Algebra readiness for students with learning difficulties in grades 4-8: Support through the study of number.Australian Journal of Learning Difficulties, 16 (1), 65-78.

Ketterlin-Geller, L. R., & Yovanoff, P. (2009). Diagnostic assessments in mathematics to support instructional decision making. Practical Assessment, Research & Evaluation, 14(16). Available online: http://pareonline.net/getvn.asp?v=14&n=16.

Ketterlin-Geller, L.R. (2008). Testing students with special needs: A model for understanding the interaction between assessment and student characteristics in a universally designed environment. Educational Measurement: Issues and Practice, 27(3), 3-16. DOI: http://dx.doi.org/10.1111/j.1745-3992.2008.00124.x

Ketterlin-Geller, L.R., Chard, D.J., & Fien, H. (2008). Making Connections in Mathematics: Conceptual Mathematics Intervention for Low-Performing Students. Remedial and Special Education, 29(1), 33-45. doi:10.1177/0741932507309711

Ketterlin-Geller, L.R., & Tindal, G. (2008). Embedded technology: Current and future practices for increasing accessibility for all students. Journal of Special Education Technology, 22(4), 1-15.

Ketterlin-Geller, L.R., Alonzo, J., Braun-Monegan, J., & Tindal, G. (2007). Recommendations for accommodations: Implications of (in)consistency. Remedial and Special Education, 28(4), 194-206. doi:10.1177/07419325070280040101

Ketterlin-Geller, L.R., Yovanoff, P., & Tindal, G. (2007). Developing a new paradigm for accommodations research. Exceptional Children, 73(3), 331-347.

Ketterlin-Geller, L.R., & Johnstone, C. (2006). Accommodations and universal design: Supporting access to assessments in higher education. Journal of Postsecondary Education and Disability, 19(2), 163-172.

Ketterlin-Geller, L.R., McCoy, J.D., Twyman, T., & Tindal, G. (2006). Using a Concept Maze to Assess Student Understanding of Secondary Content. Assessment for Effective Intervention, 31(2), 39-50. doi:10.1177/073724770603100204

Ketterlin-Geller, L.R. (2005). Knowing what all students know: Procedures for developing universally designed assessments. Journal of Technology, Learning, and Assessment, 4(2). Available from http://escholarship.bc.edu/jtla/vol4/2

McCoy, J.D. & Ketterlin-Geller, L.R. (2004). Rethinking instructional delivery in a diverse age: Serving all learners with concept-based instruction. Intervention in School and Clinic, 40(2), 71-93. doi:10.1177/10534512040400020401

Ketterlin-Geller, L.R., McCoy, J.D., Twyman, T., & Tindal, G. (2003). How do critical thinking measures fit within standards-based reform? Assessment for Effective Intervention, 28(3&4), 37-48. doi:10.1177/073724770302800305

Twyman, T., Ketterlin-Geller, L.R., McCoy, J.D., & Tindal, G. (2003). Effects of concept-based instruction on an English language learner in a rural school: A descriptive case study. Bilingual Research Journal, 27(2), 333-348. doi:10.1080/15235882.2003.10162806