Skip to main content Skip to secondary navigation


Main content start
  • Silverman, R. D. & Keane, K. (2024). Starting strong: What a kindergarten classroom infused with evidence-based practices looks like. Literacy Today, 32-36.
  • Byrd, A., Oppenheimer, K., Silverman, R. D., & Edwards, J. (2024). Filling in the Blank: The Development of a Writing Screener for Linguistically Diverse Elementary School Students. Language, Speech, and Hearing Services in Schools.
  • Kim, Y. G., Hayes, L., Mancilla-Martinez, J., Silverman, R. D., Wyse, D., & Dennis, D. (2023). Research Advisory: Dyslexia. International Literacy Association. Note: The second through fifth authors contributed equally
  • Silverman, R. D., Hsieh, H., Keane, K., Southerton, E., Ives, C., Scott, R., & Brunskill, E. (2023) Texting caregivers and tutoring students: Effects of interventions to support K-3 reading during the pandemic. Journal of Educational Research. Note: The first and last authors contributed equally.
  • Levine, S., Hsieh, H., Keane, K., Southerton, E, & Silverman, R. D. (2023). How high school students used speech-to-text as a composition tool. Computers & Composition.
  • Silverman, R. D. & Keane, K. (2022). Supporting language comprehension: Recommendations for instruction in K-5 based on recent research. Literacy Today, 40(2), 24-25
  • Domingue, B. W., Dell, M., Lang, D., Silverman, R., Yeatman, J., & Hough, H. (2022). The effect of COVID on oral reading fluency during the 2020–2021 academic year. AERA Open, 8.
  • Budde, C., Marcus, M., Martin-Beltran , M., & Silverman , R. D. (2022). Exploring the relationship between teacher and multilingual student discourse during small group text-based discussions. Language and Literacy, 24(2), 216–244.
  • 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).
  • 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.
  • 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.
  • 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.
  • Silverman, R.D., Martin-Beltran, M.M., Taylor, K.S (2021). Revisiting Reading Buddies to Support Multilingual Learners and Their Peers. The Reading Teacher.  
  • Proctor, C., Silverman, R.D., Jones, R. (2021). Centering Language and Student Voice in Multilingual Literacy Instruction. Reading Teacher. 
  • 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.
  • 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 comprhension in fourth and fifth grade. Reading Research Quarterly.
  • Michener, C. J., Proctor, P., Silverman, R. D. (2018). Features of instructional talk predictive of reading comprehension. Reading and Writing, 31(3), 725-756.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.