Maximizing Access to Reading Intervention: Comparing Small Group and One-to-One Protocols of Reading Rescue

Miles, K.P., McFadden, K.E., Colenbrander, D., & Ehri, L.C. (in press)

Journal of Research in Reading

To see or not to see: How does seeing
spellings support vocabulary learning?

Colenbrander, D., Miles, K.P., & Ricketts, J. (2019)

Language, Speech, and Hearing Services in Schools (Link to Full Text)

Orthographic mapping facilitates sight word memory and vocabulary learning.

Miles, K. P., & Ehri, L. C. (2019)

Reading development and difficulties: Bridging the gap between research and practice (pp. 63-82) (Link to Full Text)

Investigating writing performance and institutional 
supports among teacher candidates who transferred from community colleges.

Miles, K.P., Craigo, L., & Frey, S.G. (2018)

Higher Learning Research Communication, 8(2), 35-54  (Link to Full Text)

Associations between language and literacy skills 
and sight word learning for native and nonnative English-speaking kindergarteners.

Miles, K.P., McFadden, K.E., & Ehri, L. (2018)

Reading and Writing, 1-24 (Link to Full Text)

Reading Rescue: A follow-up on effectiveness of an intervention for struggling readers.

Miles, K.P., Lauterbach, M., Murano, D., & Dembeck, G.A. (2018)

Journal of Educational Research. 1-15 (Link to Full Text)

Informal reading inventories and autism: Is there 
something more than just the assessment.

Lauterbach, M. & Miles, K.P. (2018)

Good Practices in Autism, 19(1), 68-75 (Link to Full Text)

Rethinking sight words: The interaction between 
students’ phonics knowledge and words’ spelling regularity.

Miles, K.P., Rubin, G. & Frey, S.G. (2017)

The Reading Teacher, 71(6), 715-726 (Link to Full Text)

Learning to read words on flashcards: Effects of sentence contexts and word class in native and nonnative English-speaking kindergartners.

Miles, K.P. & Ehri, L. (2017)

Early Childhood Research Quarterly, 41, 103-113 (Link to Full Text)

Mnemonic value of orthography for vocabulary learning in monolinguals and language minority English-speaking college students.

Miles, K.P., Ehri, L., & Lauterbach, M. (2016)

Journal of College Reading and Learning, 46(2), 99-112 (Link to Full Text)

Mind the gap! Students’ use of exemplars and detailed rubrics as formative assessment.

Lipnevich, A. A., McCallen, L. N., Miles, K. P., & Smith, J. K. (2014)

Instructional Science, 42(4), 539-559 (Link to Full Text)