This page highlights research and publications authored by individuals associated with CCLD through partnerships and affiliations.
Evaluation of Early Reading Incentive Grant Program:
McIntyre, E., Rightmyer, E., & Petrosko, J. (2008). Scripted and non-scripted reading instructional models: Effects on the phonics and reading achievement of first grade struggling readers. Reading Writing Quarterly, 24(4), 377-407.
McIntyre, E., Powell, R., Coots, K., Jones, D., Powers, S., Deeters, F., et al. (2007). Reading instruction in the NCLB era: Teachers' implementation fidelity of early reading models. Journal of Educational Research and policy Studies, 5(2), 66-102.
McIntyre, E., Rightmyer, E. C., Powell, R., Powers, S., & Petrosko, P. P. (2006). How much should young children read? A study of the relationship between development and instruction. Literacy Teaching and Learning: An International Journal of Early Literacy, 11, 55-76.
Rightmyer, E. C., McIntyre, S., & Petrosko, J. M. (2006). Instruction, development, and achievement of struggling primary grade readers. Reading Research and Instruction, 45, 209-242.
McIntyre, E., Petrosko, J. P., Powers, S., Jones, D., Bright, K., Powell, R., et al. (2005). Supplemental instruction in early reading: Does it matter for struggling readers? Journal of Educational Research, 99(2), 99-107.