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Doabler, C.T., Nelson, N. J., Stoolmiller, M., Kennedy, P., Fien, H., Clarke, B., Smolkowski, K., Gearin, B., & Baker, S. (under review). Using latent variable modeling to test the impact of a core mathematics program on observed explicit instructional interactions.. Journal of Research on Educational Effectiveness.

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

Crone, D. A., Stoolmiller, M., Baker, S. K., Fien, H., Turtura, J., Cary, M. S., Kennedy, P., Nelson, N. J., & Kame’enui, E. J. (under review). 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.

Smith, J. L. M., Nelson, N. J., Smolkowski, K., Fien, H., Kosty, D., & Baker, S. (in press). Predicting differential response to explicit reading intervention in first grade. Elementary School Journal.

Nelson, N. J., Fien, H., Doabler, C. T., & Clarke, B. (2016). Considerations for realizing the promise of educational technology. TEACHING Exceptional Children, 48(6), 293-300.

Doabler, C. T., Nelson, N.J., & Clarke, B. (2016). Adapting evidence-Based Practices to Meet the Needs of English Learners With Mathematics Difficulties. TEACHING Exceptional Children, 48(6), 301-310.

Nelson, N. J., Smith, J. L. M., Fien, H., Crone, D. A., Baker, S. K., Kame’enui, E. J. (2016). Researcher-practitioner partnerships: Lessons learned from the first year of the middle school intervention project (MSIP). Journal of Special Education Leadership, 29(1), 1-13.