| Current state of the evidence: Examining the effects of Orton-Gillingham reading interventions for students with or at risk for word-level reading disabilities EA Stevens, C Austin, C Moore, N Scammacca, AN Boucher, S Vaughn Exceptional children 87 (4), 397-417, 2021 | 87 | 2021 |
| A meta-analysis of the effects of reading comprehension interventions on the reading comprehension outcomes of struggling readers in third through 12th grades MJ Filderman, CR Austin, AN Boucher, K O’Donnell, EA Swanson Exceptional Children 88 (2), 163-184, 2022 | 38 | 2022 |
| The relative effects of instruction linking word reading and word meaning compared to word reading instruction alone on the accuracy, fluency, and word meaning knowledge of 4th … CR Austin, S Vaughn, NH Clemens, JE Pustejovsky, AN Boucher Scientific Studies of Reading 26 (3), 204-222, 2022 | 23 | 2022 |
| Integrating word-meaning instruction within word-reading instruction CR Austin, AN Boucher Intervention in School and Clinic 58 (1), 21-30, 2022 | 3 | 2022 |
| Advances in Interventions for Students With Reading Difficulties NH Clemens, AN Boucher, K O’Donnell Handbook of Special Education Research, Volume II, 71-82, 2022 | 1 | 2022 |
| Instructional Practices to Boost Tier 1 Content Area Instruction for Students with Disabilities: A Closer Look at PACT. E Swanson, AN Boucher Learning Disabilities: A Multidisciplinary Journal 26 (1), 2021 | 1 | 2021 |
| Reading Interventions for Students in Grades 3–12 With Significant Word Reading Difficulties AN Boucher, BH Bhat, NH Clemens, S Vaughn, K O’Donnell Journal of Learning Disabilities, 00222194231207556, 2023 | | 2023 |
| The relations of kindergarten early literacy skill trajectories on common progress monitoring measures to subsequent word reading skills for students at risk for reading … NH Clemens, K Lee, X Liu, A Boucher, S Al Otaiba, L Simmons Journal of Educational Psychology, 2023 | | 2023 |
