Anna-Mária Fall

Carolyn A. Denton, S. Vaughn, J. Fletcher, 2015, Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53.

Cognitive predictors of difficulties in math and reading in pre-kindergarten children at high risk for learning disabilities.

Tricia A. Zucker, Nathan H. Clemens, M. Barnes, 2020 .

Improving Content Knowledge and Comprehension for English Language Learners: Findings From a Randomized Control Trial

S. Vaughn, G. Roberts, Jeanne Wanzek, 2017 .

The efficacy of comprehension and vocabulary focused professional development on English learners’ literacy.

S. Vaughn, E. Stevens, G. Roberts, 2021, Journal of Educational Psychology.

Recruiting and Retaining Highly Qualified Special Education Teachers for High-Poverty Districts and Schools: Recommendations for Educational Leaders.

Anna-Mária Fall, 2010 .

Disparities in Work Conditions Among Early Career Special Educators in High- and Low-Poverty Districts

Anna-Mária Fall, Bonnie Billingsley, 2011 .

Early Career Special Education Teachers in High- and Low-Poverty Districts: A Comparison of their Qualifications, Work Conditions, and Career Commitments

Anna-Mária Fall, 2008 .

Examining Factors Affecting Reading and Math Growth and Achievement Gaps in Grades 1-5: A Cohort-Sequential Longitudinal Approach.

G. Roberts, Elizabeth A. Swanson, Anna-Mária Fall, 2020, Journal of educational psychology.

Active Learning Increases Children's Physical Activity across Demographic Subgroups

S. Vaughn, J. Bartholomew, G. Roberts, 2018, Translational journal of the American College of Sports Medicine.

Middle School Reading Comprehension and Content Learning Intervention for Below-Average Readers

S. Vaughn, G. Roberts, Jeanne Wanzek, 2017 .

Improving Middle-School Students’ Knowledge and Comprehension in Social Studies: a Replication

S. Vaughn, Stephanie J. Stillman-Spisak, G. Roberts, 2015 .

Reliability and Validity of the Pervasive Developmental Disorders Rating Scale and the Gilliam Autism Rating Scale

Anna-Mária Fall, R. C. Eaves, Suzanne Woods‐Groves, 2006 .

Predictors of Reading Comprehension Among Struggling Readers Who Exhibit Differing Levels of Inattention and Hyperactivity

M. Barnes, G. Roberts, Elizabeth A. Swanson, 2018 .

Benchmarks for Expected Annual Academic Growth for Students in the Bottom Quartile of the Normative Distribution

G. Roberts, Anna-Mária Fall, Nancy Scammacca, 2015, Journal of research on educational effectiveness.

Preliminary validation of the dropout risk inventory for middle and high school students

G. Roberts, Kristen P. Kremer, M. Vaughn, 2020 .

English Learner and Non-English Learner Students With Disabilities

S. Vaughn, G. Roberts, Jeanne Wanzek, 2016 .

Improving Middle-School Students’ Knowledge and Comprehension in Social Studies: a Replication

S. Vaughn, Stephanie J. Stillman-Spisak, G. Roberts, 2014, Educational Psychology Review.

Text Reading Supports in Social Studies Content Instruction and Their Relationship to Student Knowledge Acquisition

G. Roberts, Jeanne Wanzek, Shawn Kent, 2018 .

Student Engagement Among High School English Learners with Reading Comprehension Difficulties

S. Vaughn, Anna-Mária Fall, Leticia Martinez, 2021, School Psychology Review.

Alternative paths to improved word-problem performance: An advantage for embedding prealgebraic reasoning instruction within word-problem intervention.

M. Barnes, L. Fuchs, G. Roberts, 2021, Journal of Educational Psychology.

Social Risk Factors of Institutionalized Juvenile Offenders: A Systematic Review

Anna-Mária Fall, Nicole Pyle, Andrea Flower, 2019, Adolescent Research Review.

Does Word-Problem Performance Maintain? Follow-Up One Year After Implementation of a Word-Problem Intervention

M. Barnes, L. Fuchs, G. Roberts, 2021, Journal of Research on Educational Effectiveness.

Effects of an Early Numeracy Intervention on Struggling Kindergarteners' Mathematics Performance.

Brian R. Bryant, D. Bryant, G. Roberts, 2016 .

Disparities in teacher quality among early career special educators in high- and low-poverty districts

Anna-Mária Fall, Bonnie Billingsley, 2008 .

Integrating Content Knowledge-Building and Student-Regulated Comprehension Practices in Secondary English Language Arts Classes

Deborah C. Simmons, Nathan H. Clemens, S. Vaughn, 2014 .

Improving the Mathematics Performance of Second-Grade Students with Mathematics Difficulties through an Early Numeracy Intervention

Brian R. Bryant, Jihyun Lee, D. Bryant, 2021, Behavior modification.

Dropout Prevention Intervention With Secondary Students: A Pilot Study of Project GOAL

J. Wexler, Anna-Mária Fall, Nicole Pyle, 2015 .

The Differential Efficacy of a Professional Development Model on Reading Outcomes for Students With and Without Disabilities

S. Vaughn, E. Stevens, G. Roberts, 2021, Exceptional Children.

Narrative Instruction in Elementary Classrooms

S. Vaughn, G. Roberts, Anna-Mária Fall, 2021, The Elementary School Journal.

Improving oral and written narration and reading comprehension of children at-risk for language and literacy difficulties: Results of a randomized clinical trial.

Beula M. Magimairaj, S. Vaughn, G. Roberts, 2022, Journal of Educational Psychology.

Online Administration of the Test of Narrative Language-Second Edition: Psychometrics and Considerations for Remote Assessment.

Beula M. Magimairaj, S. Vaughn, Anna-Mária Fall, 2022, Language, speech, and hearing services in schools.

The Effect of Addition and Subtraction Practice within a Word–Problem Intervention on Addition and Subtraction Outcomes

Anna-Mária Fall, S. R. Powell, Katherine A. Berry, 2023, Learning Disabilities Research & Practice.

Understanding the relation between reading and anxiety among upper elementary students with reading difficulties

Anna-Mária Fall, Philip Capin, Sarah Fishstrom, 2024, Annals of dyslexia.

Does the effectiveness of a reading intervention differ dependent on students' Spanish or English proficiencies?

Anna-Mária Fall, Jeremy Miciak, Philip Capin, 2024, Learning and Individual Differences.