Connor, C. M., Day, S. L., Zargar, E., Wood, T. S., Taylor, K. S., Jones, M., & Hwang, J. K. (in press). Building word knowledge, learning strategies, and metacognition with the Word-Knowledge e-Book. Computers & Education 128, 284-311.
Connor, C. M., Phillips, B. M., Kim, Y.-S. G., Lonigan, C. J., Kaschak, M. P., Crowe, E. C., Dombek, J., & Al Otaiba, S. (2018). Examining the efficacy of targeted component interventions on language and literacy for third and fourth graders who are at risk of comprehension difficulties. Scientific Studies of Reading, 22(6), 462-484.
Connor, C. M., Mazzocco, M. M. M., Kurz, T., Crowe, E. C., Tighe, E. L., Wood, T. S., et al. (2018). Using assessment to individualize early mathematics instruction. Journal of School Psychology, 66, 97-113.
McLean, L., & Connor, C. M. (2018). Challenges, benefits, and considerations when conducting classroom video observation research. SAGE Research Methods Cases Part 2.
Sparapani, N., Connor, C. M., McLean, L., Wood, T., Toste, J., & Day, S. (2018). Direct and reciprocal effects among social skills, vocabulary, and reading comprehension in first grade. Contemporary Educational Psychology, 53, 159-167.
Sparapani, N., Carlisle, J., & Connor, C. M. (2018). Observations of vocabulary activities during second- and third-grade reading lessons. Education Sciences, 8(4), 1-20.
Taylor, K., Lawrence, J., Connor C. M., & Snow, C. (2018). Cognitive and linguistic features of adolescent argumentative writing: Do connectives signal more complex reasoning? Reading and Writing, 1-25.
Daucourt, M. C., Schatschneider, C., Connor, C. M., Al Otaiba, S., Hart, S. A. (2018). Inhibition, updating working memory, and shifting predict reading disability symptoms in a hybrid model: Project KIDS. Frontiers in Psychology, 9.
Little, C. W., Clark, J. C., Tani, N. E., & Connor, C. M. (2018). Improving writing skills through technology‐based instruction: A meta‐analysis. Review of Education, 6(2), 183-201.
McLean, L., Abry, T., Taylor, M., & Connor, C. M. D. (2018). Associations among teachers' depressive symptoms and students' classroom instructional experiences in third grade. Journal of School Psychology, 69, 154-168.