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Baker, D. L., Santoro, L., Biancarosa, G., Baker, S. K., Fien, H., & Otterstedt, J. (2020).  Effects of a Read Aloud Intervention on First Grade Student Vocabulary, Listening Comprehension, and Language Proficiency. Reading and Writing. Advance online publication. doi: 10.1007/s11145-020-10060-2

Shanley, L., Biancarosa, G., Clarke, B., & Goode, J. (2019). Relations between mathematics achievement growth and the development of self-concept in elementary and middle grades. Contemporary Educational Psychology, 59. Advance online publication. doi: 10.1016/j.cedpsych.2019.101804

Biancarosa, G., Kennedy, P. C., Carlson, S. E., Yoon, H. J., Seipel, B., Liu, B., & Davison, M. L. (2019). Constructing subscores that add validity: A case study of identifying students at-risk. Educational and Psychological Measurement, 79, 65-84. doi: 10.1177/0013164418763255

LeRoux, M., Zvoch, K., & Biancarosa, G. (2018). Using curriculum-based measurement to predict student performance on an eighth-grade state reading assessment. Assessment for Effective Intervention. Advance online publication. doi: 10.1177/1534508418815749

Schuetz, R. L., Biancarosa, G., & Goode, J. (2018). Is technology the answer?: Investigating students’ engagement in math. Journal of Research on Technology in Education, 50, 318-332. doi: 10.1080/15391523.2018.1490937

Fritz, R., Harn, B., Biancarosa, G., Lucero, A., & Flannery, K. B. (2018). How Much is Enough? Evaluating Intervention Implementation Efficiently. Assessment for Effective Intervention, 44, 135-144. doi: 10.1177/1534508418772909

Pearson, P. D., Palincsar, A. S., Biancarosa, G., & Berman, A. I. (2020). Reaping the Rewards of the Reading for Understanding Initiative. Washington, DC: National Academy of Education.