| Does cognitively focused instruction improve the academic performance of low-achieving students? DM Kearns, D Fuchs Exceptional Children 79 (3), 263-290, 2013 | 148 | 2013 |
| Why children with dyslexia struggle with writing and how to help them M Hebert, DM Kearns, JB Hayes, P Bazis, S Cooper Language, speech, and hearing services in schools 49 (4), 843-863, 2018 | 146 | 2018 |
| Reading comprehension and co-teaching practices in middle school English language arts classrooms J Wexler, DM Kearns, CJ Lemons, M Mitchell, E Clancy, KA Davidson, ... Exceptional Children 84 (4), 384-402, 2018 | 139 | 2018 |
| Lost in translation? Challenges in connecting reading science and educational practice MS Seidenberg, M Cooper Borkenhagen, DM Kearns Reading Research Quarterly 55, S119-S130, 2020 | 115 | 2020 |
| Envisioning an improved continuum of special education services for students with learning disabilities: Considering intervention intensity CJ Lemons, S Vaughn, J Wexler, DM Kearns, AC Sinclair Learning Disabilities Research & Practice 33 (3), 131-143, 2018 | 106 | 2018 |
| The neurobiology of dyslexia DM Kearns, R Hancock, F Hoeft, KR Pugh, SJ Frost Teaching Exceptional Children 51 (3), 175-188, 2019 | 104 | 2019 |
| A longitudinal analysis of the trajectories and predictors of word reading and reading comprehension development among at-risk readers P Peng, D Fuchs, LS Fuchs, AM Elleman, DM Kearns, JK Gilbert, ... Journal of learning disabilities 52 (3), 195-208, 2019 | 92 | 2019 |
| Multisyllabic word reading as a moderator of morphological awareness and reading comprehension JK Gilbert, AP Goodwin, DL Compton, DM Kearns Journal of learning disabilities 47 (1), 34-43, 2014 | 79 | 2014 |
| Behavioral attention: A longitudinal study of whether and how it influences the development of word reading and reading comprehension among at-risk readers AC Miller, D Fuchs, LS Fuchs, D Compton, D Kearns, W Zhang, L Yen, ... Journal of research on educational effectiveness 7 (3), 232-249, 2014 | 70 | 2014 |
| Data-based individualization in reading: Intensifying interventions for students with significant reading disabilities CJ Lemons, DM Kearns, KA Davidson Teaching Exceptional Children 46 (4), 20-29, 2014 | 69 | 2014 |
| Probing lexical representations: Simultaneous modeling of word and reader contributions to multidimensional lexical representations. AP Goodwin, JK Gilbert, SJ Cho, DM Kearns Journal of Educational Psychology 106 (2), 448, 2014 | 64 | 2014 |
| Multisyllabic word-reading instruction with and without motivational beliefs training for struggling readers in the upper elementary grades: A pilot investigation JR Toste, P Capin, S Vaughn, GJ Roberts, DM Kearns the elementary school journal 117 (4), 593-615, 2017 | 61 | 2017 |
| Orthographic, Phonological, and Morphological Skills and Children's Word Reading in Arabic: A Literature Review R Al Ghanem, DM Kearns Reading Research Quarterly 50 (1), 83-109, 2015 | 61 | 2015 |
| Syntactic complexity measures: variation by genre, grade-level, students’ writing abilities, and writing quality T Jagaiah, NG Olinghouse, DM Kearns Reading and Writing 33, 2577-2638, 2020 | 58 | 2020 |
| How elementary-age children read polysyllabic polymorphemic words. DM Kearns Journal of Educational Psychology 107 (2), 364, 2015 | 57 | 2015 |
| Modeling polymorphemic word recognition: Exploring differences among children with early-emerging and late-emerging word reading difficulty DM Kearns, LM Steacy, DL Compton, JK Gilbert, AP Goodwin, E Cho, ... Journal of learning disabilities 49 (4), 368-394, 2016 | 55 | 2016 |
| Coteaching in content area classrooms: Lessons and guiding questions for administrators AC Sinclair, LE Bray, Y Wei, EE Clancy, J Wexler, DM Kearns, CJ Lemons NASSP Bulletin 102 (4), 303-322, 2018 | 49 | 2018 |
| Word and person effects on decoding accuracy: A new look at an old question. JK Gilbert, DL Compton, DM Kearns Journal of Educational Psychology 103 (2), 489, 2011 | 45 | 2011 |
| Semantic and phonological ability to adjust recoding: A unique correlate of word reading skill? DM Kearns, HJ Rogers, T Koriakin, R Al Ghanem Scientific Studies of Reading 20 (6), 455-470, 2016 | 41 | 2016 |
| The role of semantic information in children’s word reading: Does meaning affect readers’ ability to say polysyllabic words aloud? DM Kearns, R Al Ghanem Journal of Educational Psychology 111 (6), 933, 2019 | 40 | 2019 |
Douglas FuchsResearch Professor of Special Education and Psychology and Human Development, Vanderbilt UniversityVerified email at vanderbilt.edu
