The Language to Literacy Research Lab The Language to Literacy

Publications

  • Silverman, R. D., Proctor, C., Harring, J. R., Taylor, K. S., Johnson, E. M., Jones, R., Lee, Y. (2021) The Effect of a Language and Literacy Intervention on Upper Elementary Bilingual Students' Argument Writing. Elementary School Journal. 122(2). https://doi.org/10.1086/716897
  • Goodwill, A.P., Cho, S., Reynolds, D., Silverman, R., Nunn, S. (2021) Explorations of Classroom Talk and Links to Reading Achievement in Upper Elementary Classrooms. Journal of Educational Psychology. 113(1), 27-48. https://doi.org/10.1037/edu0000462
  • Crosson, A.C., Silverman, R.D. (2021) Impact of COVID-19 on Early Literacy Instruction for Emergent Bilinguals. Reading Research Quarterly. 57(1), 5-14. https://doi.org/10.1002/rrq.456
  • Silverman, R.D., McNeish, D., Speece, D.L., Ritchey, K.D. (2021) Early Screening for Decoding - and Language-Related Reading Difficulties in First and Third Grades. Assessment for Effective Intervention, 46(2), 99-109. https://doi.org/10.1177/1534508419857234
  • Silverman, R.D., Martin-Beltran, M.M., Taylor, K.S (2021). Revisiting Reading Buddies to Support Multilingual Learners and Their Peers. The Reading Teacher. https://doi.org/10.1002/trtr.2045  
  • Proctor, C., Silverman, R.D., Jones, R. (2021). Centering Language and Student Voice in Multilingual Literacy Instruction. Reading Teacher. https://doi.org/10.1002/trtr.2051 
  • Silverman, R. D., Johnson, E., Keane, K., & Khanna, S. (2020). Beyond Decoding: A Meta‐Analysis of the Effects of Language Comprehension Interventions on K–5 Students’ Language and Literacy Outcomes. Reading Research Quarterly Chicago. https://doi.org/10.1002/rrq.346
  • Silverman, R.D. Kean, K. (2020) The power of "Screen Time." Harnessing it to Promote Language and Literacy Learning in Early Childhood and Elementary School. American Educator.
  • Proctor, C. P., Silverman, R. D., Harring, J. R., Jones, R. L., Hartranft, A. (2019). Teaching bilingual learners: Effects of a language-based reading intervention on academic language and reading comprehension in fourth and fifth grade. Reading Research Quarterly. https://doi.org/10.1002/rrq.258
  • Michener, C. J., Proctor, P., Silverman, R. D. (2018). Features of instructional talk predictive of reading comprehension. Reading and Writing, 31(3), 725-756. https://doi.org/10.1007/s11145-017-9807-4
  • Silverman, R. D., Martin-Beltrán, M., Peercy, M. M., Hartranft, A. M., McNeish, D. M., Artzi, L., Nunn, S. (2017). Effects of a cross-age peer learning program on the vocabulary and comprehension of English learners and non-English learners in elementary school. The Elementary School Journal, 117(3), 485-512. https://doi.org/10.1086/690210
  • Silverman, R. D., Hartranft, A. M.Guilford. (2015). Developing vocabulary breadth and depth in young children. The Essential Library of PreK-2 Literacy Series 
  • Silverman, R. D., Coker, D., Proctor, P., Harring, J., Piantedosi, K. W., Hartranft, A. M. (2015). The relationship between language skills and writing outcomes for linguistically diverse students in upper elementary school. The Elementary School Journal, 116(1), 103-125. https://doi.org/10.1086/683135
  • Silverman, R. D., Proctor, P., Harring, J. R., Hartranft, A. M., Doyle, B., Zelinke, S. B. (2015). Language skills and reading comprehension in English monolingual and Spanish–English bilingual children in grades 2–5. Reading and Writing, 28(9), 1381-1405 doi: 10.1007/S11145-015-9575-Y 
  • L., Speece, D., Silverman, R., Schatschneider, C., Montanaro, E., Ritchey, K. (2014). Immediate and long-term effects of tier 2 reading instruction for first-grade students with a high probability of reading failure. Journal of Research on Educational Effectiveness Case, 7(1), 28-53. https://doi.org/10.1080/19345747.2013.786771
  • Silverman, R. D., Proctor, P., Harring, J. R., Doyle, B., Mitchell, M. A., Meyer, A. G. (2014). Teachers' instruction and students' vocabulary and comprehension: An exploratory study with English monolingual and Spanish–English bilingual students in Grades 3–5. Reading Research Quarterly, 49(1), 31-60. https://doi.org/10.1002/rrq.63
  • Silverman, R., Crandell, J. D., Carlis, L. (2013). Read alouds and beyond: The effects of read aloud extension activities on vocabulary in Head Start classrooms. Early Education & Development, 24(2), 98-122. https://doi.org/10.1080/10409289.2011.649679
  • Silverman, R. D., Speece, D. L., Harring, J. R., Ritchey, K. D. (2013). Fluency has a role in the simple view of reading.Scientific Studies of Reading, 17(2),108-133. https://doi.org/10.1080/10888438.2011.618153