Publications

Publications, Opinions & Media

The Regularity of High-Frequency Words (Sight Words): Teacher Phonetic Knowledge is Key

Miles, K.P. & Elde, D. & Butler, J. (2024) Reading Psychology, DOI: 10.1080/02702711.2024.2379255

Improving Vulnerable Populations’ Emergent Reading Outcomes by Training Preservice Teachers in an Evidence-Based Program

Miles, K.P. & Fletcher, A. (2023) Journal of Research in Childhood Education, 37(3), 442-462

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. (2022) Journal of Research in Reading 45(3), 299-323

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)

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, 50(4), 609-628

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

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

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

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

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

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

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

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

Children will need summer tutors to make up for pandemic learning loss: One-on-one instruction can help them catch-up

Miles, K.P. & Meyer, D. (2021, March). The Hechinger Report.

Misconceptions about appropriate literacy instruction for young children

Miles, K.P. (2015, Nov.). International Literacy Association: Literacy Now Blog post.