Articles for the entire FLDRC project, including these can be accessed through Diginole or NCBI


NCBI (NIH’s publications service)

The publications listed here have at least one author who is/was part of the WagnerLab. 


Spencer, M, & Wagner, R.K. The Comprehension Problems for Second-Language Learners with Poor Reading Comprehension Despite Adequate Decoding: A Meta-analysis. Journal of reading research. 2017; 40(2): 199-217.  DOI: 10.1111/1467-9817.12080

Dombek, J., Crowe, E.C., Spencer, M., Tighe, E.L., Coffinger, S., Zargar, E., Wood, T., & Petscher, Y.  Acquiring Science and Social Studies Knowledge in Kindergarten Through Fourth Grade: Conceptualization, Design, Implementation, and Efficacy Testing of Content-Area Literacy Instruction (CALI). Journal of educational psychology. 2017; 109(3); 301-320. doi: 10.1037/edu0000128

Hoff, E., Quinn, J.M., & Giguere, D. What explains the correlation between growth in vocabulary and grammar? New evidence from latent change score analyses of simultaneous bilingual development. Developmental Science. 2017.  doi: 10.1111/desc.12536

Wood, G.G., Moxley, J.H., Tighe, E.L., & Wagner, R.K. Does Use of Text-to-Speech and Related Read-Aloud Tools Improve Reading Comprehension for Students With Reading Disabilities? A Meta-Analysis. Journal of learning disabilities. 2017. doi: 10.1177/0022219416688170


Petscher, Y., Quinn, J.M., & Wagner, R.K. Modeling the co-development of correlated processes with longitudinal and cross-construct effects. Developmental psychology. 2016; 52(11): 1690-1704. DOI: 10.1037/dev0000172

Wood, S.G., Hart, S.A., Little, C.W., & Phillips, B.M. Test anxiety and a high-stakes standardized reading comprehension test: A behavioral genetics perspective. Merrill Palmer quarterly. 2016; 62(3): 233-251. doi: 10.13110/merrpalmquar1982.62.3.0233

Schatschneider, C., Wagner. R.K., Hart, S.A., & Tighe, E.L.  Using Simulations to Investigate the Longitudinal Stability of Alternative Schemes for Classifying and Identifying Children with Reading Disabilities. Scientific study of reading. 2016; 20(1): 34-48. DOI: 10.1080/10888438.2015.1107072


Quinn J.M, Wagner R.K. Gender Differences in Reading Impairment and in the Identification of Impaired Readers: Results From a Large-Scale Study of At-Risk Readers. Journal of learning disabilities. 2015; 48(4):433-45. Doi: 10.1177/0022219413508323

Quinn, J. M., Wagner, R. K., Petscher, Y., & Lopez, D. (2015). Developmental relations between vocabulary knowledge and reading comprehension: a latent change score modeling study. Child Development, 86(1), 159-175. Doi: 10.1111/cdev.12292

Schatscneider C, Wagner RK, Hart SA, Tighe EL. Using Simulations to Investigate the Longitudinal Stability of Alternative Schemes for Classifying and Identifying Children with Reading Disabilities. Scientific studies of reading: the official journal of the Society for the Scientific Study of Reading. 2016; 20(1):34-48. Doi: 10.1080/10888438.2015.1107072

Spencer M, Muse A, Wagner RK, Foorman B, Petscher Y, et al. Examining the Underlying Dimensions of Morphological Awareness and Vocabulary Knowledge. Reading and writing. 2015; 28(7):959-988. Doi: 10.1007/s11145-015-9557-0

Tighe, E.L., Wagner, R.K., and Schatschneider, C. (2015). Applying a multi-group causal indicator modeling framework to the reading comprehension skills of third, seventh and tenth grade students. Reading and Writing. Doi: 10.1007/s11145-014-9532-1

Wagner RK, Herrera SK, Spencer M, Quinn JM. Reconsidering the simple view of reading in an intriguing case of equivalent models: commentary on Tunmer and Chapman (2012). Journal of learning disabilities. 2015; 48(2):115-9. Doi: 10.1177/0022219414544544


Ahmed, Y., Wagner, R.K., and Lopez, D. (2014). Developmental relations between reading and writing at the word, sentence and text levels: A latent change score analysis. Journal of Educational Psychology, 106(2), 419-434. Doi: 10.1037/a0035692

Guan, C. Q., Wagner, R. K., Ye, F., & Meng, W. (2014). Text comprehension mediates morphological awareness, syntactic processing, and working memory in predicting Chinese written composition performance. Journal of Educational Psychology, 106(3), 779-798. Doi: 10.1037/a0035984

Kim, Y.S., Park, C.H., & Wagner, R.K. (2014). Is oral/text fluency a ‘bridge’ to reading comprehension? Reading and Writing, 27(1), 79-99.  Doi: 10.1007/s11145-013-9434-7

Spencer, M., Quinn, J. M., & Wagner, R. K. (2014). Specific reading comprehension disability: major problem, myth, or misnomer? Learning disabilities research & practice, 29(1), 3-9. Doi: 10.1111/ldrp.12024

Spencer, M., Wagner, R. K., Schatschneider, C., Quinn, J. M., Lopez, D., & Petscher, Y. (2014). Incorporating RTI in a hybrid model of reading disability. Learning Disability Quarterly, 37(3), 161-171. Doi: 10.1177/0731948714530967

Tighe E, Schatschneider C. A Dominance Analysis Approach to Determining Predictor Importance in Third, Seventh, and Tenth Grade Reading Comprehension Skills. Reading and writing. 2014; 27(1):101-127. Doi: 10.1007/s11145-013-9435-6

Tighe EL, Spencer M, Schatschneider C. Investigating Predictors of Listening Comprehension in Third-, Seventh-, and Tenth-Grade Students: A Dominance Analysis Approach. Reading psychology. 2015; 36(8):700-740. Doi: 10.1080/02702711.2014.963270

Wagner, R. K., Herrera, S. K., Spencer, M., & Quinn, J. M. (2014). Reconsidering the simple view of reading in an intriguing case of equivalent models: commentary on Tunmer and Chapman (2012). Journal of Learning Disabilities, 48(2), 115-199. Doi: 10.1177/0022219414544544

Zhang, J., McBride-Chang, C, Wagner, R.K., & Chan, S. (2014). Uniqueness and overlap: Characteristics and longitudinal correlates of native Chinese children’s writing in English as a foreign language. Bilingualism: Language and Cognition, 17(2), 347-363. Doi: 10.1017/S1366728913000163


Guan, C.Q., Ye, F., Wagner, R.K., & Meng, W. (2013). Developmental and Individual Differences in Chinese Writing. Reading and Writing, 26, 1031-1056. Doi: 10.1007/s11145-012-9405-4

Quinn, J. M. & Wagner, R. K. (2013). Gender differences in reading impairment and in the identification of impaired readers: results from a large-scale study of at-risk readers. Journal of Learning Disabilities. Doi: 10.1177/0022219413508323


Piasta SB, Petscher Y, Justice LM. How Many Letters Should Preschoolers in Public Programs Know? The Diagnostic Efficiency of Various Preschool Letter-Naming Benchmarks for Predicting First-Grade Literacy Achievement. Journal of educational psychology. 2012; 104(4):954-958. Doi:  10.1037/a0027757

Yan, C.M.W, McBride-Chang, C., Wagner, R.K., Zhang, A.M.Y, Wong, H.S. (2012). Writing fluency in Chinese children: speed and fluency matter. Reading and Writing, 25(7), 1499-1521. Doi: 10.1007/s11145-011-9330-y


Brown Waesche, J. S., 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 Disability,44(3), 296-307. DOI: 10.1177/0022219410392048

Kim, Y., Wagner, R. K., & Foster, E. (2011). Relations among oral reading fluency, silent reading fluency, and reading comprehension: a latent variable study of first-grade readers. Scientific Studies of Reading, 15(4), 338-362. Doi: 10.1080/10888438.2010.493964

Logan, J. A. R., Schatschneider, C., & Wagner, R. K. (2011). Rapid serial naming and reading ability: the role of lexical access. Reading and Writing, 24 (1), 1-25. Doi: 10.1007/s11145-009-9199-1

Thatcher Kantor, P., Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (2011). Comparing two forms of dynamic assessment and traditional assessment of preschool phonological awareness. Journal of Learning Disabilities, 44(4), 313-321. DOI: 10.1177/0022219411407861

Wagner, R. K. & Compton, D. L. (2011). Dynamic assessment and its implications for RTI models. Journal of Learning Disabilities, 44(4), 311-312. Doi: 10.1177/0022219411407859

Wagner, R. K., Puranik, C. S., Foorman, B., Foster, E., Wilson, L. G., Tschinkel, E., & Kantor, P. T. (2011). Modeling the development of written language. Reading and Writing, 24(2), 203-220. Doi: 10.1007/s11145-010-9266-7


Piasta, S. B., Purpura, D. J., & Wagner, R. K. (2010). Fostering alphabet knowledge development: a comparison of two instructional approaches. Reading and Writing, 23(6), 607-626. Doi: 10.1007/s11145-009-9174-x

Piasta, S. B. & Wagner, R. K. (2010). Developing early literacy skills: a meta-analysis of alphabet learning and instruction. Reading Research Quarterly, 45(1), 8-38. Doi: 10.1598/RRQ.45.1.2

Piasta, S. B. & Wagner, R. K. (2010). Learning letter names and sounds: Effects of instruction, letter type, and phonological processing skill. Journal of Experimental Child Psychology, 105(4), 324-344. Doi: 10.1016/j.jecp.2009.12.008

Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Herron, J., & Lindamood, P. (2010). Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia: Outcomes from two instructional approaches. Annals of Dyslexia, 60(1), 40-56. Doi: 10.1007/s11881-009-0032-y

Wagner, R. K. and Meros, D. (2010). Vocabulary and reading comprehension: direct, indirect, and reciprocal influences. Focus on Exceptional Children, 43(1), 1-10.


Wagner, R. K. & Ridgewell, C. (2009). A Large-Scale study of specific reading comprehension disability. Perspectives on Language and Literacy, 35(5), 27-31.


Schatschneider, C., Wagner, R. K., & Crawford, E. C. (2008). The importance of measuring growth in response to intervention models: Testing a core assumption. Learning and Individual Differences, 18(3), 308-315. Doi: 10.1016/j.lindif.2008.04.005