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Dr. Deborah
Speece Recent Publications |
Recent Publications
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Recent Publications
Speece, D. L., & Hines, S. J. (2008, March). Identifying children who require different instruction in a response to instruction framework. Perspectives on Language Learning and Education, 15, 34-40.
Speece, D. L. (2008). Learning disabilities in the United States: Operationalizing a construct. In L. Florian & M. J. McLaughlin (Eds), Classification of Children (pp. 227-243). Corwin Sage Press.
Speece, D. L., & Walker C. W. (2007). What are the issues in RTI research? In D. H. Haager, S. Vaughn, & J. K. Klingner (Eds.) Validated Reading Practices for Three Tiers of Intervention (pp. 287-301). Brookes: Baltimore, Maryland.
Speece, D. L., & Hines, S. J. (2007). Learning disabilities. In E. Mash & R. Barkley Assessment of Childhood Disorders, 4th Ed. (pp. 598-635). New York: Guilford.
Hines, S. J., Speece, D. L., Walker, C. Y., & DaDeppo, L (2007). Assessing more than you teach: The difficult case of transfer. Reading and Writing: An Interdisciplinary Journal, 20, 539-522.
Ritchey, K. D., & Speece, D. L. (2006).From letter names to
word reading: The nascent role of sublexical fluency. Contemporary
Educational Psychology,31, 301-327.
Speece, D. L. & Ritchey, K. D. (2005). A longitudinal study
of the development of oral reading fluency in young children at
risk for reading failure. Journal of Learning Disabilities,
38, 387-399.
Speece, D. L. (2005). Hitting the moving target known as reading
development: Some thoughts on screening children for secondary interventions.
Journal of Learning Disabilities, 38, 487-493.
Speece, D. L., & Cooper, D. H. (2004). Methodological issues
in research on language and early literacy from the perspective
of early identification and instruction. In C. A. Stone, E.R. Silliman,
B. Ehren, & K. Apel (Eds.), Handbook of language and literacy
disorders (pp. 82-94). New York: Guilford.
Speece, D. L., Ritchey, K. D., Cooper, D. H., Roth, F. P., &
Schatschneider, C. (2004). Growth in early reading skills from kindergarten
to third grade. Contemporary Educational Psychology, 29,
312-332.
Ritchey, K. D., & Speece, D. L. (2004). Early identification
of reading disabilities: Current status and new directions. Assessment
for Effective Intervention, 29(4), 13-24.
Speece, D.L. (2003). The methods of cluster analysis and the study
of learning disabilities. In H.L. Swanson, K.R. Harris, & S.
Graham (Eds.), Handbook of learning disabilities (pp. 501-513).
Guilford: New York.
Speece, D. L., Mills, C., Ritchey, K. D., & Hillman, E. (2003).
Initial evidence that letter fluency tasks are valid indicators
of early reading skill. Journal of Special Education, 36,
223-233.
Speece, D. L., Case, L. P., & Molloy, D. E. (2003). Responsiveness
to general education instruction as the first gate to learning disabilities
identification. Learning Disabilities Research & Practice,
18, 147-156.
Case, L. P., Speece, D. L., & Molloy, D. E. (2003). The validity
of a response-to-instruction paradigm to identify reading disabilities:
A longitudinal analysis of individual differences and contextual
factors. School Psychology Review, 32, 557-582.
School Psychology Review Outstanding Article of the Year Award,
2003
Fuchs, L. S., Fuchs, D., & Speece, D. L. (2002). Treatment
validity as a unifying construct for identifying learning disabilities.
Learning Disability Quarterly, 25, 33-45.
Cooper, D. H., Roth, F. P., Speece, D. L., & Schatschneider,
C. (2002). The contribution of oral language skills to the development
of phonological awareness. Applied Psycholinguistics, 23,
399-416.
Roth, F. P., Speece, D. L., & Cooper, D. H. (2002). A longitudinal
analysis of the connection between oral language and reading. Journal
of Educational Research, 95, 259-272.
Speece, D. L., & Shekitka, L. (2002). How should reading disabilities
be operationalized? A survey of experts. Learning Disabilities
Research & Practice, 17, 118-123.
MacDonald, V., & Speece, D. L. (2001). Making time: A teacher’s
report on her first year of teaching children with emotional disabilities.
Journal of Special Education.
Speece, D. L., & Case, L. P. (2001). Classification in context:
An alternative approach to identifying early reading disability.
Journal of Educational Psychology, 93, 735-749.
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