Publications from 2022
Using a Token Economy to Treat Escape-Maintained Problem Behavior Without Extinction, Natalie R. Andzik, Elle Smith, and Nancy Neef, Department of Special and Early Education
Ecuadorian and Uruguayan Teachers' Perceptions and Experiences of Teaching Online during COVID, Ximena D. Burgin, Sheila Coli, and Mayra C. Daniel, Department of Curriculum and Instruction (CI)| Department of Educational Technology, Research and Assessment (ETRA)
The role of word knowledge in error detection: A challenge to the broken-error-monitor account of dyslexia, Lindsay N. Harris, Benjamin Creed, Charles A. Perfetti, and Benjamin Rickles, Center for the Interdisciplinary Study of Language and Literature| Department of Leadership, Educational Psychology, and Foundations (LEPF)
Disparate Impacts of Performance Funding Research Incentives on Research Expenditures and State Appropriations, Xiaodan Hu, Justin C. Ortagus, Nicholas Voorhees, Kelly Rosinger, and Robert Kelchen, Department of Counseling and Higher Education (CAHE)
Students' Perceptions of Learning Life Skills Through the Teaching Personal and Social Responsibility Model: An Exploratory Study, Jennifer Jacobs, Paul M. Wright, and K. Andrew Richards, Department of Kinesiology and Physical Education (KNPE)
Relationships between physical activity metrics of intensity and diabetes, Elizabeth Moxley, Desale Habtzghi, Vasanth Subramanian, Sungsoon Hwang, Sai Yalla, and Lauren Attewell, Department of Kinesiology and Physical Education (KNPE)| School of Interdisciplinary Health Professions| School of Nursing
Submissions from 2021
Does Delivery Location Matter? A National Study of the Impact of Early Dual Enrollment on College Readiness and First-Year Academic Momentum, Xiaodan Hu and Hsun-Yu Chan, Department of Counseling and Higher Education (CAHE)
Online Appendix for "Does Delivery Location Matter?: A National Study of the Impact of Early Dual Enrollment on College Readiness and First-Year Academic Momentum", Xiaodan Hu and Hsun-Yu Chan, Department of Counseling and Higher Education (CAHE)
Understanding and Improving Outcomes for Students in an Underserved Secondary School in Kenya: A School-Community-University Partnership, Teresa A. Wasonga, Ximena D. Burgin, and Mayra C. Daniel, Department of Leadership, Educational Psychology, and Foundations (LEPF)| Department of Curriculum and Instruction (CI)
Submissions from 2017
Public School Choice and Student Achievement: Evidence From Michigan’s Interdistrict Open Enrollment System, Josh Cowen and Benjamin Creed, Department of Leadership, Educational Psychology, and Foundations (LEPF)
Individual Differences in Phonological Feedback Effects: Evidence for the Orthographic Recoding Hypothesis of Orthographic Learning, Lindsay N. Harris and Charles A. Perfetti, Department of Leadership, Educational Psychology, and Foundations (LEPF)
Submissions from 2016
Lexical Stress and Linguistic Predictability Influence Proofreading Behavior, Lindsay N. Harris and Charles A. Perfetti, Department of Leadership, Educational Psychology, and Foundations (LEPF)
Submissions from 2015
Writing quality predicts Chinese learning, Connie Qun Guan, Lindsay N. Harris, Wanjin Meng, and Charles A. Perfetti, Department of Leadership, Educational Psychology, and Foundations (LEPF)
Submissions from 2014
Error-related negativities during spelling judgments expose orthographic knowledge, Lindsay N. Harris, Charles A. Perfetti, and Benjamin Rickles, Department of Leadership, Educational Psychology, and Foundations (LEPF)
Submissions from 2013
Early stage visual-orthographic processes predict long-term retention of word form and meaning: A visual encoding training study, Fan Cao, Ben Rickles, Marianne Vu, Ziheng Zhu, Derek Ho Lung Chan, Lindsay N. Harris, Joseph Stafura, Yi Xu, and Charles A. Perfetti, Center for the Interdisciplinary Study of Language and Literature| Department of Leadership, Educational Psychology, and Foundations (LEPF)
Writing Affects the Brain Network of Reading in Chinese: A Functional Magnetic Resonance Imaging Study, Fan Cao, Marianne Vu, Derek Ho Lung Chan, Jason M. Lawrence, Lindsay N. Harris, Qun Guan, Yi Xu, and Charles A. Perfetti, Department of Leadership, Educational Psychology, and Foundations (LEPF)
Improved vocabulary outcomes through student reflection: Report from an urban high school, Lindsay N. Harris, Department of Leadership, Educational Psychology, and Foundations (LEPF)
Universal reading processes are modulated by language and writing system, Charles A. Perfetti and Lindsay N. Harris, Department of Leadership, Educational Psychology, and Foundations (LEPF)
Bolstering the Impact of Online Professional Development for Teachers, Todd D. Reeves, Department of Educational Technology, Research and Assessment (ETRA)