Articles
This page lists general research published by TCLD investigators. For project-specific publications and findings, please go to each project's page, linked in the navigation on the left.
Comments on Proposed DSM5 Criteria for Learning Disabilities
Jack M. Fletcher, Ph.D. — University of Houston; G. Reid Lyon, Ph.D. — Southern Methodist University; Lynn Fuchs — Vanderbilt University; Marcia C. Barnes — University of Texas Health Science Center-Houston; Sharon Vaughn, Ph.D. — University of Texas-Austin
Download article hereIn press — Journal of School Psychology Special Issue: Why intensive interventions are necessary for students with severe reading difficulties
Vaughn, S., Denton, C. A., & Fletcher, J. M. (in press). Why intensive interventions are necessary for students with severe reading difficulties. Journal of School Psychology, Special Issue.
2009 — Journal of the International Neuropsychological Society: Dyslexia: The evolution of a scientific concept
Fletcher, J. M. (2009). Dyslexia: The evolution of a scientific concept. Journal of the International Neuropsychological Society, 15 (4), 501-508.
Submitted February, 2009; Final Revision April, 2009 ; Accepted April, 2009; © 2009 INS.
List of Articles — Review Articles for IQ is not strongly related to response to reading instruction: A meta-analytic interpretation.
Stuebing, K.S., Barth, A. E., Molfese, P., Weiss, B., & Fletcher, J. M. (in press). IQ is not strongly related to response to reading instruction: A meta-analytic interpretation. Elementary School Journal.
Download list of articles hereIn review — Scientific Studies of Reading: The effects of tertiary treatments on middle school students with reading disabilities: Individualized versus standardized approaches
Vaughn, S., Wexler, J., Roberts, G., Barth, A. E., Cirino, P. T., Romain, M., . . . Fletcher, J. M. (in review). The effects of tertiary treatments on middle school students with reading disabilities: Individualized versus standardized approaches. Scientific Studies of Reading.