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Publications in Peer Reviewed Journals
Boulware-Gooden, R., Carreker, S., Thornhill, A., & Joshi, M. (2007). Is teaching Metacognitive strategies effective for third grade readers? The Reading Teacher, 61 (1), 70-71.
Carreker, S., Neuhaus, G.F., Swank, P.R., Johnson, P., Monfils, M.J., & Montemayor, M.L. (2007). Teachers with linguistically informed knowledge of reading subskills are associated with a Matthew effect in reading comprehension for monolingual and bilingual students. Reading Psychology, 28, 187-212.
Carreker, S., Swank, P.R., Tillman-Dowdy, L., Neuhaus, G.F., Monfils, M.J., Montemayor, M.L., & Johnson, P. (2005). Language enrichment teacher preparation and practice predicts third-grade reading comprehension. Reading Psychology, 26, 401-432.
Joshi, R.M., Dahlgren, M., & Boulware-Gooden, R. (2002). Teaching reading in an inner-city school through multisensory approach. Annals of Dyslexia, 52, 129-137.
Joshi, R.M., Hoien, Xiwu-Feng, T., Chengappa, R., & Boulware-Gooden, R.J. (2005). Learning to spell by ear and by eye: A cross-linguistic comparison. In R. M. Joshi and P. G. Aaron (Eds), Handbook of orthography and literacy. New York: Lawrence Erlbaum.
Joshi, R.M., Treiman, R., Carreker, S., & Moats, L. (Winter 2008-2009). How Words Cast Their Spell: Spelling Is an Integral Part of Learning the Language, Not a Matter of Memorization. American Educator, 32 (4), 6-16.
Joshi, R. M., Binks, E., Graham, L., Dean, E., Smith, D., & Goulware-Gooden, R. (in press). Do textbooks used in university reading education courses conform to the instructional recommendations of the National Reading Panel?. Journal of Learning Disabilities.
Neuhaus, G., Roldan, L., & Boulware-Gooden, R. (in press). Parsimonious Reading Models: Identifying Teachable Subskills. Reading Psychology.
Post, Y.V. and Carreker, S. (2002). Orthographic similarities and phonological transparency in spelling. Reading and Writing: An Interdisciplinary Journal 15, 317-340.
Post, Y.V., Carreker, S., & Holland, G. (2001). The spelling of final letter patterns: A comparison of instruction at the level of the phoneme and the rime. Annals of Dyslexia, 51, 121-146.
Sadoski, M., Willson, V.L., Holcomb, A., & Boulware-Gooden, R. (2005). Verbal and nonverbal predictors of spelling performance. Journal of Literacy Research, 36,461- 478.