| Response to intervention (RTI): What teachers of reading need to know EM Mesmer, HAE Mesmer The Reading Teacher 62 (4), 280-290, 2008 | 255 | 2008 |
| Upping the ante of text complexity in the Common Core State Standards: Examining its potential impact on young readers EH Hiebert, HAE Mesmer Educational Researcher 42 (1), 44-51, 2013 | 253 | 2013 |
| Toward a theoretical model of text complexity for the early grades: Learning from the past, anticipating the future HA Mesmer, JW Cunningham, EH Hiebert Reading research quarterly 47 (3), 235-258, 2012 | 211 | 2012 |
| Everybody's selling it—But just what is explicit, systematic phonics instruction? HAE Mesmer, PL Griffith The Reading Teacher 59 (4), 366-376, 2005 | 200 | 2005 |
| Tools for matching readers to texts: Research-based practices HAE Mesmer Guilford Press, 2008 | 132 | 2008 |
| Decodable text: A review of what we know HAE Mesmer Literacy Research and Instruction 40 (2), 121-141, 2000 | 71 | 2000 |
| Textual scaffolds for developing fluency in beginning readers: Accuracy and reading rate in qualitatively leveled and decodable text HAE Mesmer Literacy Research and Instruction 49 (1), 20-39, 2009 | 57 | 2009 |
| Text decodability and the first-grade reader HAE Mesmer Reading & Writing Quarterly 21 (1), 61-86, 2005 | 56 | 2005 |
| Scaffolding a crucial transition using text with some decodability HAE Mesmer The Reading Teacher 53 (2), 130-142, 1999 | 56 | 1999 |
| Phonics faux pas: avoiding instructional missteps in teaching letter-sound relationships. NK Duke, HAE Mesmer American Educator 42 (4), 12-16, 2019 | 49 | 2019 |
| Examining the role of syllable awareness in a model of concept of word: Findings from preschoolers HAE Mesmer, TO Williams Reading Research Quarterly 50 (4), 483-497, 2015 | 37 | 2015 |
| Quantitative measurement of text difficulty: What’s the use? JW Cunningham, H Anne Mesmer The Elementary School Journal 115 (2), 255-269, 2014 | 35 | 2014 |
| Using QARs with charts and graphs HAE Mesmer, EJ Hutchins The Reading Teacher 56 (1), 21-27, 2002 | 34 | 2002 |
| Text matters: Exploring the lexical reservoirs of books in preschool rooms HAE Mesmer Early Childhood Research Quarterly 34, 67-77, 2016 | 30 | 2016 |
| Investigating the validity of two widely used quantitative text tools JW Cunningham, EH Hiebert, HA Mesmer Reading and Writing 31, 813-833, 2018 | 29 | 2018 |
| REAlity: How the Reading Excellence Act took form in two schools HAE Mesmer, RA Karchmer The Reading Teacher 56 (7), 636-645, 2003 | 24 | 2003 |
| A closer look at close reading: Three under‐the‐radar skills needed to comprehend sentences HA Mesmer, MM Rose‐McCully The Reading Teacher 71 (4), 451-461, 2018 | 22 | 2018 |
| Third graders’ reading proficiency reading texts varying in complexity and length: Responses of students in an urban, high-needs school HA Mesmer, EH Hiebert Journal of Literacy Research 47 (4), 473-504, 2015 | 22 | 2015 |
| Letter Lessons and First Words HAE Mesmer Portsmouth, NH: Heinemann, forthcoming, 2019 | 18 | 2019 |
| The role of syllable awareness and syllable-controlled text in the development of finger-point reading HAE Mesmer, K Lake Reading Psychology 31 (2), 176-201, 2010 | 18 | 2010 |
