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

Shanley, L., Clarke, B., Anderson, D., Turtura, J., Doabler, C., Kurtz-Nelson, E., & Fien, H. (2019). Exploring the utility of assessing early mathematics intervention response via embedded assessment. School Psychology, 34(5), 541-554. doi: 10.1037/spq0000326

Shanley, L., Strand Cary, M., Turtura, J., Clarke, B., Sutherland, M., & Pilger, M. (2019). Individualized instructional delivery options: Adapting technology-based interventions for students with attention difficulties. Journal of Special Education Technology. Advance online publication. https://doi.org/10.1177/0162643419852929

Shanley, L., Clarke, B., Doabler, C. T., Kurtz-Nelson, E., & Fien, H. (2018). Measuring early mathematics knowledge via early number skills and task types. Mathematical Thinking and Learning, 20(4), 324-336. doi: 10.1080/10986065.2018.1509419

Clarke, B., Shanley, L., Kosty, D., Strand Cary, M., Baker, S. K., Fien, H., & Smolkowski, K. (2018). Investigating the incremental validity of cognitive variables in early mathematics screening. School Psychology Quarterly, 33(2), 264-271. doi: 10.1037/spq0000214

Shanley, L., Clarke, B., Doabler, C. T., Kurtz-Nelson, E., & Fien, H. (2017). Early number skills gains and mathematics achievement: Intervening to establish successful early mathematics trajectories. Journal of Special Education, 51(3), 177-188. doi: 10.1177/0022466917720455

Shanley, L., Strand Cary, M., Clarke, B., Guerriero, M. A., & Thier, M. (2017). Instructors’ technology experience and iPad delivered intervention implementation: A mixed methods replication study. Educational Technology Research and Development, 65(4), 815-830. doi: 10.1007/s11423-016-9488-8

Shanley, L. (2016). Evaluating longitudinal mathematics achievement growth: Modeling and measurement considerations for assessing academic progress. Educational Researcher, 45(6), 347-357. doi: 10.3102/0013189X16662461