Publications from 2016-2009
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, 34-48,
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). Modeling the relations among morphological
awareness dimensions, vocabulary knowledge, and reading comprehension in Adult Basic Education students. Frontiers in Psychology: Language Sciences.
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.
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, 28(7), 959-988.
Lane, K. L., Oakes, W. P., Common, E. A., Zorigian, K., Brunsting, N. C., & Schatschneider, C. (2015). A Comparison Between SRSS-IE and SSiS-PSG Scores: Examining Convergent Validity. Assessment for Effective Intervention, 40(2), 114-126.
Lane, K. L., Oakes, W. P., Menzies, H. M., Major, R., Allegra, L., Powers, L., & Schatschneider, C. (2015). The Student Risk Screening Scale for Early Childhood: An Initial Validation Study. Topics in Early Childhood Special Education, 34(4), 234-249
Reinhardt, V. P., Wetherby, A. M., Schatschneider, C., & Lord, C. (2015). Examination of Sex Differences in a Large Sample of Young Children with Autism Spectrum Disorder and Typical Development. Journal of autism and developmental disorders, 45, 697-706.
Ritchey, K. D., Silverman, R. D., Schatschneider, C., & Speece, D. L. (2015). Prediction and Stability of Reading Problems in Middle Childhood. Journal of learning disabilities,49, 1-23.
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, 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, 28(4), 439-466.
Thompson, R., Hart, S.A., Schatschneider, C., Taylor, J. (2014). Genetic and environmental influences on early literacy skills across school quality contexts. Behavior Genetics, 44, 685-685.
Jackson, C. W., Schatschneider, C., & Leacox, L. (2014). Longitudinal analysis of receptive vocabulary growth in young Spanish-English speaking children from migrant families. Language, Speech, and Hearing Services in Schools, 45(1), 40-51.
Jackson, C. W. & Schatschneider, C. (2014). Rate of language growth in children with hearing loss in auditory verbal early intervention. American Annals of the Deaf, 159(1), 539-554.
Blachman, B. A., Schatschneider, C., Fletcher, J. M., Murray, M. S., Munger, K. A., & Vaughn, M. G. (2014). Intensive reading remediation in grade 2 or 3: Are there effects a decade later? Journal of Educational Psychology, 106, 46-57.
Schatschneider, C., Lane, K. L., Oakes, W. P., & Kalberg, J. R. (2014). The Student Risk Screening Scale: Exploring Dimensionality and Differential Item Functioning. Educational Assessment, 19(3), 185-203.
Wetherby, A. M., Guthrie, W., Woods, J., Schatschneider, C., Holland, R. D., Morgan, L., & Lord, C. (2014). Parent-Implemented Social Intervention for Toddlers With Autism: An RCT. Pediatrics, 134, 1083-1093
Case, L., Speece, D., Silverman, R., Schatschneider, C., Montanaro, E., & Ritchey, K. (2014). Immediate and long-term effects of tier 2 reading instruction for first-grade students with a high probability of reading failure. Journal of Research on Educational Effectiveness, 7, 28-53.
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, 27, 101-127..
Connor, C.M., Morrison, F.J., Fishman, B., Crowe, E.C., Al Otaiba, S., Schatschneider, C. (2013). A longitudinal cluster-randomized controlled study on the accumulating effects of individualized literacy instruction on students' reading from first through third grade. Psychological Science, 24, 1408-1419.
Logan, J.A.R., Hart, S.A., Cutting, L., Deater-Deckard, K., Schatschneider, C., & Petrill, S.A. (2013). Reading development in young children: Genetic and environmental influences. Child Development, 84, 2131-2144.
Taylor, J.E., Hart, S.A., Mikolajewski, A.J., & Schatschneider, C. (2013). An update on the Florida State Twin Registry. Twin Research and Human Genetics, 16, 471-475.
Hart, S.A., Soden, B., Johnson, W., Schatschneider, C., & Taylor, J. (2013). Expanding the environment: Gene x school-level SES interaction on reading comprehension. Journal of Child Psychology and Psychiatry, 54(10), 1047-1055.
Hart, S.A., Taylor, J., & Schatschneider, C. (2013). There is a world outside of experimental designs. Using twins to investigate causation. Assessment for Effective Intervention, 38, 117-126.
Hart, S.A., Logan, J.A.R., Soden-Hensler, B., Kershaw, S., Taylor J., & Schatschneider, C. (2013). Exploring how nature and nurture affect the development of reading: An analysis of the Florida Twin Project on Reading. Developmental Psychology.
Fuchs, L.S., Geary, D.C., Compton, D.L., Fuchs, D., & Schatschneider, C. (2013). Effects of first-grade number knowledge tutoring with contrasting forms of practice. Journal of Educational Psychology, 105, 58-77.
Schatschneider, C. (2013) I am ROC curves (and so can you)!. In Y. Petscher, C. Schatschneider, & D. Compton (Eds) Applied Quantitative Analysis in Education and the Social Sciences. Routledge.
Connor, C.M.,., Fishman, B., Crowe, E.C., Underwood, P., Schatschneider, C., & Morrison, F.J. (2013). Teachers’ use of Assessment to Instruction (A2i) software and third graders reading comprehension gains. In A. Shamir & O Korat (Eds). Technology as a Support for Literacy Achievments for Children at Risk. New York: Springer
Petscher, Y., Schatschneider, C., & Compton, D.L. (2013). Applied Quantitative Analysis in Education and the Social Sciences. Routledge. New York: Springer
Saez, L., Folsom, J.S., Al-Otaiba, S., & Schatschneider, C. (2012). Relations among student attention behaviors, teacher practices, and beginning word reading skills. Journal of Learning Disabilities, 45, 418-432.
Kershaw, S., & Schatschneider, C. (2012). A latent variable approach to the simple view of reading. Reading and Writing, 25, 433-464.
Soden-Hensler, B., Taylor, J., Schatschneider, C. (2012). Evidence for common etiological influences on early literacy skills in kindergarten. Scientific Studies of Reading, 16, 457-474.
Petscher, Y. & Schatschneider, C. (2012). Validating scores from new assessments: A comparison of classical test theory and item response theory. In Measurement in sports and exercise psychology(pp 41-52). Champaign, IL: Human Kinetics.
Logan, J.A.R, Piasta, S..B., Justice, L.M., Schatschneider, C. & Petrill, D.A. (2012) Children’s attendance rates and quality of teacher-child interactions in at-risk preschool classrooms: Contribution to children’s expressive language growth. Child and Youth Care Forum, 40, 457-477.
Logan, J.A.R., Petrill, S.A., Hart, S.A., Schatschneider, C., & Thompson, L.A.(2012) Heritability across the distribution: An application of quantile regression. Behavior Genetics, 42, 256-267.
Driscoll, K.A., Schatschneider, C., McGuinty, K, & Avani, M. (2012). Application of dyadic data analysis in pediatric psychology: Cystic fibrosis health-related quality of life and anxiety in child-caregiver dyads. Pediatric Psychology, 37, 605-611.
Gelzheiser, L.M., Scanlon, D., Vellutino, F., Hallgreen-Flynn, L. & Schatschneider, C. (2011). Effects of the interactive-strategies approach-extended: A responsive and comprehensive intervention for intermediate-grade struggling readers. The Elementary School Journal, 112, 280-306.
Waesche, J.B., Schatschneider, C., Maner, J.K., Ahmed, Y., & Wagner, R.K. (2011). Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic. Journal of Learning Disabilities, 44, 296-307.
National Research Council. Improving Adult Literacy Instruction: Options for Practice and Research. Washington, DC: The National Academies Press, 2012.
Justice, L.M, Petscher, Y., Schatschneider, C., & Mashburn, A.A. (2011). Peer effects in preschool classrooms: Is children’s language growth associated with their classmates’ skills? Child Development, 82, 1768-1777.
Al Otaiba, S., Folsom, J.S., Schatschneider, C., Wanzek, J., Greulich, L., Meadows, J., Li, Z., Connor, C.M. (2011). Predicting first grade reading performance from kindergarten respond to tier 1 instruction. Exceptional Children, 77, 453-470.
Cesconi, W.A., Ehrlinger, J., Alquist, J.L., Conlon, K.E., Baumeister, R.F., Schatschneider, C., Dutton, G.R. (2011). High trait self-control predicts positive health behaviors and success in weight loss. Journal of Health Psychology, 16, 750-759.
Connor, C.M., Morrison, F.J., Fishman, B., Guiliani, S., Luck, M., Underwood, P.S., Bayraktar, A., Crowe, E.C., Schatschneider, C. (2011). Testing the impact of child characteristics by instruction interactions on third grader’s reading comprehension by differentiating literacy instruction. Reading Research Quarterly, 46, 189-221.
Speece, D.L., Schatschneider, C., Silverman, R., Case, L.P., Cooper, D.H., & Jacobs, D.M. (2011). Identification of reading problems in first grade within a respond-to-intervention framework. The Elementary School Journal, 111, 585-607.
Connor, C.M., Morrison, F.J., Schatschneider, C., Toste, J.R., Lundbom, E., Crowe, E.C., & Fishman, B. (2011). Effective classroom instruction: Implicatoins of child characteristic by reading instruction interactions on first-grader’s word reading achievement. Journal of Research on Educational Effectiveness, 4, 173-207.
Vogel-Walcutt, J., Schatschneider, C., Bowers, C. Socio-emotional functioning if elementary-age deaf children: A profile analysis. American Annals of the Deaf, 156, 6-22.
Kaschak, M.P., Cutta, T.J., Schatschneider, C. (2011). Long-term cumulative structural priming persists for (at least) one week. Memory and Cognition, 39, 381-388.
Logan, J. A. R., Schatschneider, C., & Wagner, R. K. (2011). Rapid serial naming and reading ability: The role of lexical access. Reading & Writing, 24, 1-25.
Lane, K. L., Oakes, W. P., Ennis, R. P., Cox, M. L., Schatschneider, C., & Lambert, W. (2011). Additional evidence for the reliability and validity of the Student Risk Screening Scale at the high school level: A replication and extension. Journal of Emotional and Behavioral Disorders
Petscher, Y., & Schatschneider, C. (2011). A simulation study on the performance of the simple difference and covariance adjusted scores in randomized experiments. Journal of Educational Measurement, 48, 31-43.
Harlaar, N., Cutting, L., Deater-Deckard, K., DeThorne, L.S., Justice, L.M., Schatschneider, C., Thompson, L.A., Petrill, S.A. (2010). Predicting individual differences in reading comprehension: A twin study. Annals of Dyslexia, 60, 265-288.
Schatschneider, C., & Lonigan, C.J. (2010). Misunderstood statistical assumptions undermine criticism of the National Early Literacy Panel’s report. Educational Researcher, 347-351.
Taylor, J., & Schatschneider, C. (2010). Genetic influence on literacy constructs in kindergarten and first grade: Evidence from a diverse twin sample. Behavior Genetics, 40, 591-602.
Soden Hensler, B., Schatschneider, C., Taylor, J., & Wagner, R.K. (2010). Journal of Developmental and Behavioral Pediatrics, 31, 525-532.
Taylor, J., Roehrig, A. D., Soden Hensler, B., Connor, C. M., & Schatschneider, C. (2010). Teacher quality moderates the genetic effects on early reading. Science, 328, 512-514.
Petrill, S.A., Hart, S.A., Harlaar, N., Logan, J., Justice, L.M., Schatschneider, C., Thompson, L., DeThorne, L.S., Deater-Deckard, K., & Cutting, L. (2010). Genetic and environmental influences on the growth of early reading skills. Journal of Child Psychology and Psychiatry, 51, 660-667.
Kim, Y.S., Petscher, Y., Schatschneider, C., & Foorman, B. (2010). Does growth rate in oral reading fluency matter in predicting reading comprehension achievement? Journal of Educational Psychology, 102, 652-667.
Case, L.P., Speece, D.L., Silverman, R., Ritchey, K., Schatschneider, C., Cooper, D.H., Montanaro, E., Jacobs, D. (2010). Validation of a supplemental reading intervention for first-grade children. Journal of Learning Disabilities, 43, 402-417.
Fuchs, L., Geary, D., Compton, D.L., Fuchs, D, Hamlett, C.L., Seethaler, P.M., Bryant, J.D., & Schatschneider, C. (2010). Do different types of school mathematics development depend on different constellations of numerical versus general cognitive abilities? Developmental Psychology.
Hart, S.A., Petrill, S.A., Willcutt, E., Thompson, L.A., Schatschneider, C., Deater-Deckard, K., & Cutting, L.E. (2010). Exploring How Symptoms of Attention-Deficit/Hyperactivity Disorder Are Related to Reading and Mathematics Performance: General Genes, General Environments. Psychological Science, 21, 1708-15.
Schatschneider, C., & Petscher, Y. (2010). Statistical Modeling in Literacy Research. In M.L. Kamil, P. D. Pearson, E.B. Moje, & Afflerbach (Eds.). Handbook of Reading Research (Vol 4, pp. 54-65). Routledge: NY.
Speece, D.L., Ritchey, K.D., Silverman, R., Schatschneider, C., Walker, C.Y., Andrusik, K.N. (2010). Identifying children in middle childhood who are at risk for reading problems. School Psychology Review, 39, 258-276.
Shanahan, T., Callison, K., Carriere, C., Duke, N. K., Pearson, P. D., Schatschneider, C., & Torgesen, J. (2010). Improving reading comprehension in kindergarten through 3rd grade: A practice guide (NCEE 2010-4038). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from whatworks.ed.gov/publications/practiceguides.
Connor, C.M., Piasta, S.B., Fishman, B, Glasney, S., Schatschneider, C., Crowe, E. Underwood, P., & Morrison, F.J. (2009). Individualizing student instructon precisely: Effects of child by instruction interactions on first grader’s literacy development. Child Development, 80, 77-100.
Hart, S.A., Petrill, S.A., DeThorne, L.S., Deater-Deckard, K, Thompson, L.A., Schatschneider, C., & Cutting, L.E. (2009). Environmental influence on the longitudinal covariance of expressive vocabulary: Measuring the home literacy environment in a genetically sensitive design. Journal of Child Psychology and Psychiatry, 50, 911-919.
Catts, H.C, Petscher, Y., Schatschneider, C., Bridges, M., & Mendoza, K. (2009). Floor effects associated with universal screening and their impact on the early identification of reading disabilities. Journal of Learning Disabilities, 42, 163-176
Wagner, R.K., Schatschneider, C., & Phythian-Sence, C. (2009). Beyond decoding: The behavioral and biological basis for reading comprehension. New York: Guilford Press.
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, 34-48,
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). Modeling the relations among morphological
awareness dimensions, vocabulary knowledge, and reading comprehension in Adult Basic Education students. Frontiers in Psychology: Language Sciences.
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.
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, 28(7), 959-988.
Lane, K. L., Oakes, W. P., Common, E. A., Zorigian, K., Brunsting, N. C., & Schatschneider, C. (2015). A Comparison Between SRSS-IE and SSiS-PSG Scores: Examining Convergent Validity. Assessment for Effective Intervention, 40(2), 114-126.
Lane, K. L., Oakes, W. P., Menzies, H. M., Major, R., Allegra, L., Powers, L., & Schatschneider, C. (2015). The Student Risk Screening Scale for Early Childhood: An Initial Validation Study. Topics in Early Childhood Special Education, 34(4), 234-249
Reinhardt, V. P., Wetherby, A. M., Schatschneider, C., & Lord, C. (2015). Examination of Sex Differences in a Large Sample of Young Children with Autism Spectrum Disorder and Typical Development. Journal of autism and developmental disorders, 45, 697-706.
Ritchey, K. D., Silverman, R. D., Schatschneider, C., & Speece, D. L. (2015). Prediction and Stability of Reading Problems in Middle Childhood. Journal of learning disabilities,49, 1-23.
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, 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, 28(4), 439-466.
Thompson, R., Hart, S.A., Schatschneider, C., Taylor, J. (2014). Genetic and environmental influences on early literacy skills across school quality contexts. Behavior Genetics, 44, 685-685.
Jackson, C. W., Schatschneider, C., & Leacox, L. (2014). Longitudinal analysis of receptive vocabulary growth in young Spanish-English speaking children from migrant families. Language, Speech, and Hearing Services in Schools, 45(1), 40-51.
Jackson, C. W. & Schatschneider, C. (2014). Rate of language growth in children with hearing loss in auditory verbal early intervention. American Annals of the Deaf, 159(1), 539-554.
Blachman, B. A., Schatschneider, C., Fletcher, J. M., Murray, M. S., Munger, K. A., & Vaughn, M. G. (2014). Intensive reading remediation in grade 2 or 3: Are there effects a decade later? Journal of Educational Psychology, 106, 46-57.
Schatschneider, C., Lane, K. L., Oakes, W. P., & Kalberg, J. R. (2014). The Student Risk Screening Scale: Exploring Dimensionality and Differential Item Functioning. Educational Assessment, 19(3), 185-203.
Wetherby, A. M., Guthrie, W., Woods, J., Schatschneider, C., Holland, R. D., Morgan, L., & Lord, C. (2014). Parent-Implemented Social Intervention for Toddlers With Autism: An RCT. Pediatrics, 134, 1083-1093
Case, L., Speece, D., Silverman, R., Schatschneider, C., Montanaro, E., & Ritchey, K. (2014). Immediate and long-term effects of tier 2 reading instruction for first-grade students with a high probability of reading failure. Journal of Research on Educational Effectiveness, 7, 28-53.
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, 27, 101-127..
Connor, C.M., Morrison, F.J., Fishman, B., Crowe, E.C., Al Otaiba, S., Schatschneider, C. (2013). A longitudinal cluster-randomized controlled study on the accumulating effects of individualized literacy instruction on students' reading from first through third grade. Psychological Science, 24, 1408-1419.
Logan, J.A.R., Hart, S.A., Cutting, L., Deater-Deckard, K., Schatschneider, C., & Petrill, S.A. (2013). Reading development in young children: Genetic and environmental influences. Child Development, 84, 2131-2144.
Taylor, J.E., Hart, S.A., Mikolajewski, A.J., & Schatschneider, C. (2013). An update on the Florida State Twin Registry. Twin Research and Human Genetics, 16, 471-475.
Hart, S.A., Soden, B., Johnson, W., Schatschneider, C., & Taylor, J. (2013). Expanding the environment: Gene x school-level SES interaction on reading comprehension. Journal of Child Psychology and Psychiatry, 54(10), 1047-1055.
Hart, S.A., Taylor, J., & Schatschneider, C. (2013). There is a world outside of experimental designs. Using twins to investigate causation. Assessment for Effective Intervention, 38, 117-126.
Hart, S.A., Logan, J.A.R., Soden-Hensler, B., Kershaw, S., Taylor J., & Schatschneider, C. (2013). Exploring how nature and nurture affect the development of reading: An analysis of the Florida Twin Project on Reading. Developmental Psychology.
Fuchs, L.S., Geary, D.C., Compton, D.L., Fuchs, D., & Schatschneider, C. (2013). Effects of first-grade number knowledge tutoring with contrasting forms of practice. Journal of Educational Psychology, 105, 58-77.
Schatschneider, C. (2013) I am ROC curves (and so can you)!. In Y. Petscher, C. Schatschneider, & D. Compton (Eds) Applied Quantitative Analysis in Education and the Social Sciences. Routledge.
Connor, C.M.,., Fishman, B., Crowe, E.C., Underwood, P., Schatschneider, C., & Morrison, F.J. (2013). Teachers’ use of Assessment to Instruction (A2i) software and third graders reading comprehension gains. In A. Shamir & O Korat (Eds). Technology as a Support for Literacy Achievments for Children at Risk. New York: Springer
Petscher, Y., Schatschneider, C., & Compton, D.L. (2013). Applied Quantitative Analysis in Education and the Social Sciences. Routledge. New York: Springer
Saez, L., Folsom, J.S., Al-Otaiba, S., & Schatschneider, C. (2012). Relations among student attention behaviors, teacher practices, and beginning word reading skills. Journal of Learning Disabilities, 45, 418-432.
Kershaw, S., & Schatschneider, C. (2012). A latent variable approach to the simple view of reading. Reading and Writing, 25, 433-464.
Soden-Hensler, B., Taylor, J., Schatschneider, C. (2012). Evidence for common etiological influences on early literacy skills in kindergarten. Scientific Studies of Reading, 16, 457-474.
Petscher, Y. & Schatschneider, C. (2012). Validating scores from new assessments: A comparison of classical test theory and item response theory. In Measurement in sports and exercise psychology(pp 41-52). Champaign, IL: Human Kinetics.
Logan, J.A.R, Piasta, S..B., Justice, L.M., Schatschneider, C. & Petrill, D.A. (2012) Children’s attendance rates and quality of teacher-child interactions in at-risk preschool classrooms: Contribution to children’s expressive language growth. Child and Youth Care Forum, 40, 457-477.
Logan, J.A.R., Petrill, S.A., Hart, S.A., Schatschneider, C., & Thompson, L.A.(2012) Heritability across the distribution: An application of quantile regression. Behavior Genetics, 42, 256-267.
Driscoll, K.A., Schatschneider, C., McGuinty, K, & Avani, M. (2012). Application of dyadic data analysis in pediatric psychology: Cystic fibrosis health-related quality of life and anxiety in child-caregiver dyads. Pediatric Psychology, 37, 605-611.
Gelzheiser, L.M., Scanlon, D., Vellutino, F., Hallgreen-Flynn, L. & Schatschneider, C. (2011). Effects of the interactive-strategies approach-extended: A responsive and comprehensive intervention for intermediate-grade struggling readers. The Elementary School Journal, 112, 280-306.
Waesche, J.B., Schatschneider, C., Maner, J.K., Ahmed, Y., & Wagner, R.K. (2011). Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic. Journal of Learning Disabilities, 44, 296-307.
National Research Council. Improving Adult Literacy Instruction: Options for Practice and Research. Washington, DC: The National Academies Press, 2012.
Justice, L.M, Petscher, Y., Schatschneider, C., & Mashburn, A.A. (2011). Peer effects in preschool classrooms: Is children’s language growth associated with their classmates’ skills? Child Development, 82, 1768-1777.
Al Otaiba, S., Folsom, J.S., Schatschneider, C., Wanzek, J., Greulich, L., Meadows, J., Li, Z., Connor, C.M. (2011). Predicting first grade reading performance from kindergarten respond to tier 1 instruction. Exceptional Children, 77, 453-470.
Cesconi, W.A., Ehrlinger, J., Alquist, J.L., Conlon, K.E., Baumeister, R.F., Schatschneider, C., Dutton, G.R. (2011). High trait self-control predicts positive health behaviors and success in weight loss. Journal of Health Psychology, 16, 750-759.
Connor, C.M., Morrison, F.J., Fishman, B., Guiliani, S., Luck, M., Underwood, P.S., Bayraktar, A., Crowe, E.C., Schatschneider, C. (2011). Testing the impact of child characteristics by instruction interactions on third grader’s reading comprehension by differentiating literacy instruction. Reading Research Quarterly, 46, 189-221.
Speece, D.L., Schatschneider, C., Silverman, R., Case, L.P., Cooper, D.H., & Jacobs, D.M. (2011). Identification of reading problems in first grade within a respond-to-intervention framework. The Elementary School Journal, 111, 585-607.
Connor, C.M., Morrison, F.J., Schatschneider, C., Toste, J.R., Lundbom, E., Crowe, E.C., & Fishman, B. (2011). Effective classroom instruction: Implicatoins of child characteristic by reading instruction interactions on first-grader’s word reading achievement. Journal of Research on Educational Effectiveness, 4, 173-207.
Vogel-Walcutt, J., Schatschneider, C., Bowers, C. Socio-emotional functioning if elementary-age deaf children: A profile analysis. American Annals of the Deaf, 156, 6-22.
Kaschak, M.P., Cutta, T.J., Schatschneider, C. (2011). Long-term cumulative structural priming persists for (at least) one week. Memory and Cognition, 39, 381-388.
Logan, J. A. R., Schatschneider, C., & Wagner, R. K. (2011). Rapid serial naming and reading ability: The role of lexical access. Reading & Writing, 24, 1-25.
Lane, K. L., Oakes, W. P., Ennis, R. P., Cox, M. L., Schatschneider, C., & Lambert, W. (2011). Additional evidence for the reliability and validity of the Student Risk Screening Scale at the high school level: A replication and extension. Journal of Emotional and Behavioral Disorders
Petscher, Y., & Schatschneider, C. (2011). A simulation study on the performance of the simple difference and covariance adjusted scores in randomized experiments. Journal of Educational Measurement, 48, 31-43.
Harlaar, N., Cutting, L., Deater-Deckard, K., DeThorne, L.S., Justice, L.M., Schatschneider, C., Thompson, L.A., Petrill, S.A. (2010). Predicting individual differences in reading comprehension: A twin study. Annals of Dyslexia, 60, 265-288.
Schatschneider, C., & Lonigan, C.J. (2010). Misunderstood statistical assumptions undermine criticism of the National Early Literacy Panel’s report. Educational Researcher, 347-351.
Taylor, J., & Schatschneider, C. (2010). Genetic influence on literacy constructs in kindergarten and first grade: Evidence from a diverse twin sample. Behavior Genetics, 40, 591-602.
Soden Hensler, B., Schatschneider, C., Taylor, J., & Wagner, R.K. (2010). Journal of Developmental and Behavioral Pediatrics, 31, 525-532.
Taylor, J., Roehrig, A. D., Soden Hensler, B., Connor, C. M., & Schatschneider, C. (2010). Teacher quality moderates the genetic effects on early reading. Science, 328, 512-514.
Petrill, S.A., Hart, S.A., Harlaar, N., Logan, J., Justice, L.M., Schatschneider, C., Thompson, L., DeThorne, L.S., Deater-Deckard, K., & Cutting, L. (2010). Genetic and environmental influences on the growth of early reading skills. Journal of Child Psychology and Psychiatry, 51, 660-667.
Kim, Y.S., Petscher, Y., Schatschneider, C., & Foorman, B. (2010). Does growth rate in oral reading fluency matter in predicting reading comprehension achievement? Journal of Educational Psychology, 102, 652-667.
Case, L.P., Speece, D.L., Silverman, R., Ritchey, K., Schatschneider, C., Cooper, D.H., Montanaro, E., Jacobs, D. (2010). Validation of a supplemental reading intervention for first-grade children. Journal of Learning Disabilities, 43, 402-417.
Fuchs, L., Geary, D., Compton, D.L., Fuchs, D, Hamlett, C.L., Seethaler, P.M., Bryant, J.D., & Schatschneider, C. (2010). Do different types of school mathematics development depend on different constellations of numerical versus general cognitive abilities? Developmental Psychology.
Hart, S.A., Petrill, S.A., Willcutt, E., Thompson, L.A., Schatschneider, C., Deater-Deckard, K., & Cutting, L.E. (2010). Exploring How Symptoms of Attention-Deficit/Hyperactivity Disorder Are Related to Reading and Mathematics Performance: General Genes, General Environments. Psychological Science, 21, 1708-15.
Schatschneider, C., & Petscher, Y. (2010). Statistical Modeling in Literacy Research. In M.L. Kamil, P. D. Pearson, E.B. Moje, & Afflerbach (Eds.). Handbook of Reading Research (Vol 4, pp. 54-65). Routledge: NY.
Speece, D.L., Ritchey, K.D., Silverman, R., Schatschneider, C., Walker, C.Y., Andrusik, K.N. (2010). Identifying children in middle childhood who are at risk for reading problems. School Psychology Review, 39, 258-276.
Shanahan, T., Callison, K., Carriere, C., Duke, N. K., Pearson, P. D., Schatschneider, C., & Torgesen, J. (2010). Improving reading comprehension in kindergarten through 3rd grade: A practice guide (NCEE 2010-4038). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from whatworks.ed.gov/publications/practiceguides.
Connor, C.M., Piasta, S.B., Fishman, B, Glasney, S., Schatschneider, C., Crowe, E. Underwood, P., & Morrison, F.J. (2009). Individualizing student instructon precisely: Effects of child by instruction interactions on first grader’s literacy development. Child Development, 80, 77-100.
Hart, S.A., Petrill, S.A., DeThorne, L.S., Deater-Deckard, K, Thompson, L.A., Schatschneider, C., & Cutting, L.E. (2009). Environmental influence on the longitudinal covariance of expressive vocabulary: Measuring the home literacy environment in a genetically sensitive design. Journal of Child Psychology and Psychiatry, 50, 911-919.
Catts, H.C, Petscher, Y., Schatschneider, C., Bridges, M., & Mendoza, K. (2009). Floor effects associated with universal screening and their impact on the early identification of reading disabilities. Journal of Learning Disabilities, 42, 163-176
Wagner, R.K., Schatschneider, C., & Phythian-Sence, C. (2009). Beyond decoding: The behavioral and biological basis for reading comprehension. New York: Guilford Press.
