Liz Tighe, PhD.
Assistant Professor of Psychology
Georgia State University
Publications
BConnor, C. M., Dombek, J., Crowe, E. C., Spencer, M., Tighe, E.L., Coffinger, S., Zargar,
E., Wood, T., & Petscher, Y. (in press). Acquiring science and social studies knowledge in kindergarten-4th grade: Conceptualization, design, implementation, and efficacy testing of content area literacy instruction (CALI). Journal of Educational Psychology.
Barnes, A. E., Kim, Y.-S., Tighe, E. L., & Vorstius, C. (in press). Readers in adult basic education: Component skills, eye movements, and fluency. Journal of Learning Disabilities.
Tighe, E. L., & Schatschneider, C. (2016). Examining the relationships of component
reading skills to reading comprehension in struggling adult readers: A meta-analysis. Journal of Learning Disabilities, 49(4), 395-409.
Tighe, E.L., & Schatschneider, C. (2016). A quantile regression approach to understanding
the relations between morphological awareness, vocabulary, and reading comprehension in Adult Basic Education students. Journal of Learning Disabilities, 49(4), 424-436.
To, N.L., Tighe, E.L., & Binder, K.S. (2016). Investigating morphological awareness and
the processing of transparent and opaque words in adults with low literacy skills and in skilled readers. Journal of Research in Reading. 39(2), 171-188.
Stevenson, N. A., Reed, D. K., & Tighe, E. L. (2016). Examining potential bias in
screening measures for middle school students by special education and low socioeconomic status subgroups. Psychology in the Schools, 53(5), 533-547.
Tighe, E.L., & Schatschneider, C. (2016). Modeling the relations among morphological
awareness dimensions, vocabulary knowledge, and reading comprehension in Adult Basic Education students. Frontiers in Psychology: Language Sciences.
Schatschneider, C., Wagner, R. K., Hart, S. A., & Tighe, E. L. (2016). Using simulations to investigate the longitudinal stability of alternative schemes for classifying and identifying children with reading disabilities. Scientific Studies of Reading, 20(1), 34-48.
Tighe, E.L., Spencer, M., & Schatschneider, C. (2015). Investigating predictors of listening comprehension in third, seventh, and tenth grade students: A dominance analysis approach. Reading Psychology, 36(8), 700-740.
Spencer, M., Muse, A., Wagner, R.K., Foorman, B., Petscher, Y., Schatschneider, C., Tighe, E.L., & Bishop, M.D. (2015). Examining the underlying dimensions of morphological awareness and vocabulary knowledge. Reading and Writing: An Interdisciplinary Journal, 28, 959-988.
Tighe, E.L., & Schatschneider C. (2015). Exploring the dimensionality of morphological
awareness and its relations to vocabulary knowledge in Adult Basic Education students. Reading Research Quarterly, 50(3), 293-311.
Tighe, E.L., Wagner, R.K., & Schatschneider, C. (2015). Applying a multiple group
causal indicator modeling framework to the reading comprehension skills of third, seventh, and tenth grade students. Reading and Writing: An Interdisciplinary Journal, 28(4), 439-466.
Tighe, E.L., & Binder, K.S. (2015). An investigation of morphological awareness and
processing in adults with low literacy. Applied Psycholinguistics, 36(2), 245-273.
Tighe, E.L. (2014). Broadening our perspectives on adult literacy, numeracy, and problem-
solving skills with PIAAC Data: A commentary on the Centre for Literacy’s 2014
Summer Institute. Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, 3(3), 63-69.
Tighe, E.L., & Schatschneider, C. (2014). A dominance analysis approach to determining
predictor importance in third, seventh, and tenth grade reading comprehension skills. Reading and Writing: An Interdisciplinary Journal, 27(1), 101-127.
Tighe, E.L., Barnes, A.E., Connor, C.M., & Steadman, S.C. (2013). Defining success in
Adult Basic Education settings: Multiple stakeholders, multiple perspectives. Reading Research Quarterly, 48(4), 415-435.
Binder, K.S., Tighe, E., Jiang, Y., Kaftanski K., Qi, C., & Ardoin, S.P. (2013). Reading
expressively and understanding thoroughly: An examination of prosody in adults with
low literacy. Reading and Writing: An Interdisciplinary Journal, 26(5), 665-680.
Assistant Professor of Psychology
Georgia State University
Publications
BConnor, C. M., Dombek, J., Crowe, E. C., Spencer, M., Tighe, E.L., Coffinger, S., Zargar,
E., Wood, T., & Petscher, Y. (in press). Acquiring science and social studies knowledge in kindergarten-4th grade: Conceptualization, design, implementation, and efficacy testing of content area literacy instruction (CALI). Journal of Educational Psychology.
Barnes, A. E., Kim, Y.-S., Tighe, E. L., & Vorstius, C. (in press). Readers in adult basic education: Component skills, eye movements, and fluency. Journal of Learning Disabilities.
Tighe, E. L., & Schatschneider, C. (2016). Examining the relationships of component
reading skills to reading comprehension in struggling adult readers: A meta-analysis. Journal of Learning Disabilities, 49(4), 395-409.
Tighe, E.L., & Schatschneider, C. (2016). A quantile regression approach to understanding
the relations between morphological awareness, vocabulary, and reading comprehension in Adult Basic Education students. Journal of Learning Disabilities, 49(4), 424-436.
To, N.L., Tighe, E.L., & Binder, K.S. (2016). Investigating morphological awareness and
the processing of transparent and opaque words in adults with low literacy skills and in skilled readers. Journal of Research in Reading. 39(2), 171-188.
Stevenson, N. A., Reed, D. K., & Tighe, E. L. (2016). Examining potential bias in
screening measures for middle school students by special education and low socioeconomic status subgroups. Psychology in the Schools, 53(5), 533-547.
Tighe, E.L., & Schatschneider, C. (2016). Modeling the relations among morphological
awareness dimensions, vocabulary knowledge, and reading comprehension in Adult Basic Education students. Frontiers in Psychology: Language Sciences.
Schatschneider, C., Wagner, R. K., Hart, S. A., & Tighe, E. L. (2016). Using simulations to investigate the longitudinal stability of alternative schemes for classifying and identifying children with reading disabilities. Scientific Studies of Reading, 20(1), 34-48.
Tighe, E.L., Spencer, M., & Schatschneider, C. (2015). Investigating predictors of listening comprehension in third, seventh, and tenth grade students: A dominance analysis approach. Reading Psychology, 36(8), 700-740.
Spencer, M., Muse, A., Wagner, R.K., Foorman, B., Petscher, Y., Schatschneider, C., Tighe, E.L., & Bishop, M.D. (2015). Examining the underlying dimensions of morphological awareness and vocabulary knowledge. Reading and Writing: An Interdisciplinary Journal, 28, 959-988.
Tighe, E.L., & Schatschneider C. (2015). Exploring the dimensionality of morphological
awareness and its relations to vocabulary knowledge in Adult Basic Education students. Reading Research Quarterly, 50(3), 293-311.
Tighe, E.L., Wagner, R.K., & Schatschneider, C. (2015). Applying a multiple group
causal indicator modeling framework to the reading comprehension skills of third, seventh, and tenth grade students. Reading and Writing: An Interdisciplinary Journal, 28(4), 439-466.
Tighe, E.L., & Binder, K.S. (2015). An investigation of morphological awareness and
processing in adults with low literacy. Applied Psycholinguistics, 36(2), 245-273.
Tighe, E.L. (2014). Broadening our perspectives on adult literacy, numeracy, and problem-
solving skills with PIAAC Data: A commentary on the Centre for Literacy’s 2014
Summer Institute. Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, 3(3), 63-69.
Tighe, E.L., & Schatschneider, C. (2014). A dominance analysis approach to determining
predictor importance in third, seventh, and tenth grade reading comprehension skills. Reading and Writing: An Interdisciplinary Journal, 27(1), 101-127.
Tighe, E.L., Barnes, A.E., Connor, C.M., & Steadman, S.C. (2013). Defining success in
Adult Basic Education settings: Multiple stakeholders, multiple perspectives. Reading Research Quarterly, 48(4), 415-435.
Binder, K.S., Tighe, E., Jiang, Y., Kaftanski K., Qi, C., & Ardoin, S.P. (2013). Reading
expressively and understanding thoroughly: An examination of prosody in adults with
low literacy. Reading and Writing: An Interdisciplinary Journal, 26(5), 665-680.
