| Dispelling the myth: Training in education or neuroscience decreases but does not eliminate beliefs in neuromyths K Macdonald, L Germine, A Anderson, J Christodoulou, LM McGrath Frontiers in psychology 8, 1314, 2017 | 274 | 2017 |
| The influence of process drama on elementary students’ written language A Anderson Urban Education 47 (5), 959-982, 2012 | 68 | 2012 |
| Advancing global citizenship education through global competence and critical literacy: Innovative practices for inclusive childhood education A Anderson Sage Open 9 (1), 2158244019826000, 2019 | 49 | 2019 |
| The influence of classroom drama on English learners’ academic language use during English language arts lessons A Anderson, SM Loughlin Bilingual Research Journal 37 (3), 263-286, 2014 | 46 | 2014 |
| International report: Neuromyths and evidence-based practices in higher education S Betts, Kristen, Miller, Michelle, Tokuhama-Espinosa, Tracey, Shewokis ... Online Learning Consortium: Newburyport, MA, 2019 | 40* | 2019 |
| Dance/movement therapy's influence on adolescents' mathematics, social-emotional, and dance skills A Anderson The educational forum 79 (3), 230-247, 2015 | 36 | 2015 |
| General auditory processing, Chinese tone processing, English phonemic processing and English reading skill: A comparison between Chinese-English and Korean-English bilingual … M Wang, A Anderson, C Cheng, Y Park, J Thomson Reading and Writing 21, 627-644, 2008 | 26 | 2008 |
| The influence of classroom drama on teachers' language and students' on-task behavior A Anderson, K Berry Preventing School Failure: Alternative Education for Children and Youth 59 …, 2015 | 22 | 2015 |
| Arts integration and special education: An inclusive theory of action for student engagement A Anderson Routledge, 2014 | 21 | 2014 |
| Understanding how and why arts integration engages learners A Anderson Arts integration and special education, 59-73, 2014 | 17 | 2014 |
| The influence of drama on elementary students’ written narratives and on-task behavior A Anderson, KA Berry Associate Editor Managing Editor, 2014 | 17 | 2014 |
| Linguistic specificity through literate language use in preschool-age children with specific language impairment and typical language A Anderson Child Language Teaching and Therapy 27 (1), 109-123, 2011 | 16 | 2011 |
| Advancing school professionals’ dyslexia knowledge through neuroscience: Bridging the science-education gap through developmental psychology A Anderson Frontiers in Education 5, 615791, 2021 | 14 | 2021 |
| Where are We Now?: The Research on Arts Integration and Special Education JB Crockett, KA Berry, A Anderson Arts integration and special education, 157-188, 2014 | 14 | 2014 |
| Supporting academic vocabulary and social-emotional skills of students with learning disabilities through an arts-integrated social studies approach A Anderson, L Valero Teaching Exceptional Children 53 (2), 150-162, 2020 | 13 | 2020 |
| A historical review of arts integration research and practice: Lessons learned SM Loughlin, A Anderson Arts integration and special education, 5-30, 2014 | 13 | 2014 |
| Arts integration as a contextualized language-learning environment A Anderson Arts Integration and Special Education, 31-45, 2014 | 9 | 2014 |
| Dramatic arts integration practices for learning and growth across pk-12 development A Anderson, KM Farrand, C Dobson, WP Oakes, MT Deeg, L Valero The Journal of the Arts and Special Education 1 (1), 64-104, 2019 | 8 | 2019 |
| Tableau's Influence on the Oral Language Skills of Students With Language-Based Learning Disabilities. A Anderson, KA Berry Learning Disabilities: A Multidisciplinary Journal 22 (1), 2017 | 7 | 2017 |
| Native and novel language prosodic sensitivity in English‐speaking children with and without dyslexia A Anderson, CY Lin, M Wang Dyslexia 19 (2), 92-112, 2013 | 7 | 2013 |
Lauren M. McGrathUniversity of DenverVerified email at du.edu
