Rigorous Research



Al Otaiba, S., Connor, C. M., Folsom, J. S., Greulich, L., Meadows, J., & Li, Z. (2011). Assessment data-informed guidance to individualize kindergarten reading instruction: Findings from a cluster-randomized control field trial. Elementary School Journal, 111(4), 535-560. doi:10.1086/659031

Connor, C. M., Morrison, F. J., Fishman, B., Giuliani, S., Luck, M., Underwood, P., . . . Schatschneider, C. (2011). Testing the impact of child characteristics X instruction interactions on third graders’ reading comprehension by differentiating literacy instruction. Reading Research Quarterly, 46(3), 189-221. doi:10.1598/RRQ.46.3.1

Connor, C. M., Morrison, F. J., Fishman, B. J., Crowe, E. C., Al Otaiba, S., & Schatschneider, C. (2013). A longitudinal cluster-randomized controlled study on the accumulating effects of individualized literacy instruction on students’ reading from first through third grade. Psychological Science, 24(8), 1408-1419. doi:10.1177/0956797612472204

Connor, C. M., Morrison, F. J., Fishman, B. J., Schatschneider, C., & Underwood, P. (2007). THE EARLY YEARS: Algorithm-guided individualized reading instruction. Science, 315(5811), 464-465. doi:10.1126/science.1134513

Connor, C. M., Morrison, F. J., & Katch, E. L. (2004). Beyond the reading wars: The effect of classroom instruction by child interactions on early reading. Scientific Studies of Reading, 8(4), 305-336.

Connor, C. M., Morrison, F. J., Schatschneider, C., Toste, J., Lundblom, E. G., Crowe, E., & Fishman, B. (2011). Effective classroom instruction: Implications of child characteristic by instruction interactions on first graders’ word reading achievement. Journal of Research on Educational Effectiveness, 4(3), 173-207. doi:doi:10.1080/19345747.2010.510179

NICHD National Reading Panel. (2000). National Institute of Child Health and Human Development, National Reading Panel report: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington DC: U.S. Department of Health and Human Services, Public Health Service, National Institutes of Health, National Institute of Child Health and Human Development.

Bos, C., N. Mather, R. F. Narr and N. Babur (1999). “Interactive, collaborative professional development in early literacy instruction: Supporting the balancing act.” Learning Disabilities Research and Practice 14(4): 227-238.

Connor, C. M. (2011). Child by Instruction interactions: Language and literacy connections. Handbook on early literacy. S. B. Neuman and D. K. Dickinson. New York, Guilford256-275.

Connor, C. M. (2012). Intervening to support reading comprehension development with diverse learners. Unraveling the Behavioral, Neurobiological and  Genetic Components of Reading Comprehension: The Dyslexia Foundation and NICHD. B. Miller and L. E. Cutting. Estoniain press.

Connor, C. M., B. Fishman, E. Crowe, P. Underwood, C. Schatschneider and F. J. Morrison (in press). Third grade teachers’ use of Assessment to Instruction (A2i) software and students’ reading comprehension gains. In press, Technology for literacy achievements for children at risk. O. Korat and A. Shamir. NY, Springer.

Connor, C. M., S. R. Goldman and B. Fishman (in press). Reading and writing technology. Handbook of Research on Educational Communications and Technology. M. Spector, D. Merrill and M. J. Bishop, Association for Educational Communications and Technology.

Connor, C. M. and F. J. Morrison (2012). Knowledge Acquisition in the Classroom: Literacy and Content Area Knowledge Knowledge Development in Early Childhood: How Young Children Build Knowledge and Why It Matters. A. M. Pinkham, T. Kaefer and S. B. Neuman. New York, Guilford Press in press: 220-241.

Connor, C. M., F. J. Morrison, B. Fishman, S. Giuliani, M. Luck, P. Underwood, A. Bayraktar, E. C. Crowe and C. Schatschneider (2011). “Classroom instruction, child X instruction interactions and the impact of differentiating student instruction on third graders’ reading comprehension.” Reading Research Quarterly46(3): 189-221.

Connor, C. M., F. J. Morrison, B. Fishman, C. C. Ponitz, S. Glasney, P. Underwood, S. Piasta, E. Crowe and C. Schatschneider (2009). “The ISI classroom observation system: Examining the literacy instruction provided to individual students.” Educational Researcher 38(2): 85-99.

Connor, C. M., F. J. Morrison, B. Fishman and C. Schatschneider (in press). Assessment and instruction connections: The implications of child X instruction Interactions effects on student learning. Assessing Reading in the 21st Century: Aligning and Applying Advances in the Reading and Measurement Sciences. J. Sabatini and E. R. Albro. Lanham, MD, R& L Education.

Connor, C. M., S. B. Piasta, B. Fishman, S. Glasney, C. Schatschneider, E. Crowe, P. Underwood and F. J. Morrison (2009). “Individualizing student instruction precisely: Effects of child by instruction interactions on first graders’ literacy development.” Child Development 80(1): 77-100.

Connor, J. A. and S. Kadel-Taras (2002). Community visions, Community Solutions: A systems approach to problem-solving. St. Paul, MN, Wilder.