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Baker, S. K., Nelson, N. J., Stoolmiller, M., Kennedy, P., Turtura, J., Crone, D. A., & Fien, H. (in press). Intervening with struggling readers in seventh grade: Impact evidence from six school districts. Journal of Research on Educational Effectiveness.

 

Gearin, B., Fien, H., & Nelson, N. J. (in press). Mind wandering: A potentially generative idea for understanding the socioeconomic status academic achievement gap. Translational Issues in Psychological Science. 

 

Shanley, L., Clarke, B., Doabler, C. T., *Kurtz Nelson, E., & Fien, H. (in press). Measuring early mathematics knowledge via early number skills and task types. Mathematical Thinking and Learning. 

 

Doabler, C. T., Smith, J. L. M., Nelson, N. J., Clarke, B., Berg, T., & Fien, H. (in press). A guide for evaluating the mathematics programs used by special education teachers. Intervention in School and Clinic.

 

Clarke, B., Doabler, C. T., Smolkowski, K., Turtura, J., Kosty, D., Kurtz Nelson, E., Fien, H., Baker, S. K. (in press). Exploring the relationship between initial mathematics skill and the impact of a kindergarten mathematics intervention on student mathematics outcomes. Exceptional Children. 

 

Doabler, C. T., Stoolmiller, M., Kennedy, P., Nelson, N. J., Clarke, B., Gearin, B., Fien, H. Baker, S. K. (in press). Do components of explicit instruction explain the differential effectiveness of a core mathematics program for students with mathematics difficulties? Assessment for Effective Intervention. 

 

Crone, D. A., Stoolmiller, M., Baker, S. K., Fien, H., Turtura, J., Cary, M. S., Kennedy, P., Nelson, N. J., & Kame'enui, E. J. (2018). Addressing the practice-to-research gap: A rigorous evaluation of local education agency (LEA)-based interventions for struggling readers in sixth grade. Assessment for Effective Intervention. doi: 0.1177/1534508418756730