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Chaparro, E. A., Gunn, B., Smolkowski, K, Vadasy, P., & Dennis, C. (2022). A  randomized efficacy trial of direct instruction spoken English (DISE) on newcomers in middle school:  Examining differential response and identifying implementation barriers and facilitators. Accepted for publication.Chaparro, E.A., Green, A., Linan-Thompson, S., & Batz, R. (2021). Classroom to casa: Implementing multi-tiered systems of support for emerging bilinguals. Preventing School Failure, 1–9., E. A., Massar, M. M., & Blakely, A. W. (2021). Examining the knowledge and skills of systems-level coaches: Supporting durable implementation of effective behavioral and instructional support systems in schools.  Elementary School Journal., R. N. T., Meng, P., Breiner, S., Chaparro, E. A., & Algozzine, B. (2020). Using stakeholder feedback to improve online professional development opportunities. Journal of Technology in Education, 52(2), 148-162., E. A., Smolkowski, K., & Ryan Jackson, K. (2020). Scaling up and integrating effective behavioral and instructional support systems (EBISS): A study of one state’s professional development efforts.  Learning Disability Quarterly, 43(5), 4-17., E. A., Stoolmiller, M., Park, Y., Baker, S.K., Basaraba, D., Fien, H., & Mercier Smith, J. (2018). Evaluating Passage and Order Effects of Oral Reading Fluency Passages in Second Grade: A Partial Replication. Assessment for Effective Intervention. Doi:10.1177/1534508417741128Park, Y., Chaparro, E. A., Preciado, J., & Cummings, K. D. (2015). Is earlier better? Mastery of reading fluency in early schooling. Early Education and Development, 26, 1187-1209. doi:10.1080/10409289.2015.1015855Baker, S. K., Smolkowski, K., Chaparro, E. A., Smith, J. L. M., & Fien, F. (2015). An examination of treatment effects of a first grade literacy intervention using a regression discontinuity design. Journal of Research on Educational Effectiveness, 8, 218-244. doi: 10.1080/19345747.2014.909548Fien, H., Smith, J., Smolkowksi, K., Baker, S. K., Nelson-Walker, N. J., & Chaparro, E. A. (2014). An examination of the efficacy of a multitiered intervention on early reading outcomes for first grade students at risk for reading difficulties. Journal of Learning Disabilities, 48, 602-621. doi: 10.1177/0022219414521664Preciado, J., Chaparro, E. A., Smith, J. L. M., & Fien, F. (2013). K-3 school-wide reading model to improve literacy outcomes for Latino English learners.Educational Research Journal, 28, 51-84.Chaparro, E. A., Smolkowski, K., Baker, S. K., Hanson, N., & Ryan-Jackson, K. (2012). A model for system-wide collaboration to support integrated social behavior and literacy evidence-based practices. Psychology in the Schools, 49, 465-483.  doi: 10.1002/pits.21607