Articles

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

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General Research

In 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.

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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.

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2008 — Learning and Individual Differences Special Issue: Agreement among response to intervention criteria for identifying responder status

Barth, A. E., Stuebing, K. K., Anthony, J. L., Denton, C. A., Mathes, P. G., Fletcher, J. M., Francis, D. J. (2008). Agreement among response to intervention criteria for identifying responder status. Learning and Individual Differences, 18, 296-307.
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Project 3 Research

In press — School Psychology Review: Response to intervention for middle school students with reading difficulties: Effects of a primary and secondary intervention

Vaughn, S., Cirino, P. T., Wanzek, J., Wexler, J., Fletcher, J. M., Denton, C. A., . . . Francis, D. J. (in press). Response to intervention for middle school students with reading difficulties: Effects of a primary and secondary intervention. School Psychology Review.

In press — Reading and Writing: The relative effects of group size on reading progress of older students with reading difficulties

Vaughn, S., Wanzek, J., Wexler, J., Barth, A., Cirino, P. T., Fletcher, J. M., . . . Francis, D. J. (in press). The relative effects of group size on reading progress of older students with reading difficulties. Reading and Writing.

In 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.

2008 — Learning and Individual Differences Special Issue: Response to intervention with older students with reading difficulties

Vaughn, S. R., Fletcher, J. M., Francis, D. J., Denton, C. A., Wanzek, J., Wexler, J., Cirino, P. T., Barth, A. E., Romain, M. A. (2008). Response to intervention with older students with reading difficulties. Learning and Individual Differences, 18, 338-345.
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