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
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)
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)