| Validation of the direct and inferential mediation (DIME) model of reading comprehension in grades 7 through 12 Y Ahmed, DJ Francis, M York, JM Fletcher, M Barnes, P Kulesz Contemporary Educational Psychology 44, 68-82, 2016 | 226 | 2016 |
| Developmental relations between reading and writing at the word, sentence, and text levels: A latent change score analysis. Y Ahmed, RK Wagner, D Lopez Journal of educational psychology 106 (2), 419, 2014 | 216 | 2014 |
| Executive function: Association with multiple reading skills PT Cirino, J Miciak, Y Ahmed, MA Barnes, WP Taylor, EH Gerst Reading and writing 32, 1819-1846, 2019 | 110 | 2019 |
| A framework for executive function in the late elementary years. PT Cirino, Y Ahmed, J Miciak, WP Taylor, EH Gerst, MA Barnes Neuropsychology 32 (2), 176, 2018 | 80 | 2018 |
| Examining agreement and longitudinal stability among traditional and response-to-intervention-based definitions of reading disability using the affected-status agreement statistic JSB Waesche, C Schatschneider, JK Maner, Y Ahmed, RK Wagner Journal of learning disabilities 44 (3), 296, 2011 | 70 | 2011 |
| The effects of one versus two years of intensive reading intervention implemented with late elementary struggling readers J Miciak, G Roberts, WP Taylor, M Solis, Y Ahmed, S Vaughn, JM Fletcher Learning Disabilities Research & Practice 33 (1), 24-36, 2018 | 67 | 2018 |
| The relation of knowledge-text integration processes and reading comprehension in 7th-to 12th-grade students MA Barnes, Y Ahmed, A Barth, DJ Francis Scientific Studies of Reading 19 (4), 253-272, 2015 | 66 | 2015 |
| Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic JS Brown Waesche, C Schatschneider, JK Maner, Y Ahmed, RK Wagner Journal of learning disabilities 44 (3), 296-307, 2011 | 56 | 2011 |
| Automated formative writing assessment using a levels of language framework J Wilson, R Roscoe, Y Ahmed Assessing Writing 34, 16-36, 2017 | 53 | 2017 |
| Executive functions and response to intervention: Identification of students struggling with reading comprehension J Miciak, PT Cirino, Y Ahmed, E Reid, S Vaughn Learning Disability Quarterly 42 (1), 17-31, 2019 | 49 | 2019 |
| Are shunt revisions associated with IQ in congenital hydrocephalus? A meta-analysis CN Arrington, AL Ware, Y Ahmed, PA Kulesz, M Dennis, JM Fletcher Neuropsychology review 26, 329-339, 2016 | 39 | 2016 |
| The not-so-simple view of writing in struggling readers/writers Y Ahmed, S Kent, PT Cirino, M Keller-Margulis Reading & Writing Quarterly 38 (3), 272-296, 2022 | 27 | 2022 |
| A systematic review and meta-analysis of interventions for orphans and vulnerable children affected by HIV/AIDS worldwide T Thomas, M Tan, Y Ahmed, EL Grigorenko Annals of Behavioral Medicine 54 (11), 853-866, 2020 | 24 | 2020 |
| An investigation of an intervention to promote inference generation by adolescent poor comprehenders CA Denton, MJ York, DJ Francis, C Haring, Y Ahmed, A Bidulescu Learning Disabilities Research & Practice 32 (2), 85-98, 2017 | 22 | 2017 |
| Structure altering effects of a multicomponent reading intervention: An application of the direct and inferential mediation (DIME) model of reading comprehension in upper … Y Ahmed, J Miciak, WP Taylor, DJ Francis Journal of learning disabilities 55 (1), 58-78, 2022 | 15 | 2022 |
| How visual word recognition is affected by developmental dyslexia Y Ahmed, RK Wagner, PT Kantor Visual Word Recognition: Meaning and Context, Individuals and Development 2 …, 2011 | 14 | 2011 |
| A “simple” illustration of a joint model of reading and writing using meta-analytic structural equation modeling (MASEM) Y Ahmed, RK Wagner Reading-writing connections: Towards integrative literacy science, 55-75, 2020 | 12 | 2020 |
| Using response to intervention for identification and classification RK Wagner, JSB Waesche, C Schatschneider, JK Maner, Y Ahmed Dyslexia across languages: Orthography and the brain-gene-behavior link, 202 …, 2011 | 12 | 2011 |
| The reading profiles of late elementary English learners with and without risk for dyslexia J Miciak, Y Ahmed, P Capin, DJ Francis Annals of Dyslexia 72 (2), 276-300, 2022 | 10 | 2022 |
| Cognitive and Educational Interventions for Orphans and Vulnerable Children Affected by HIV/AIDS: A Meta‐Analysis T Thomas, Y Ahmed, M Tan, EL Grigorenko Child development 92 (1), 7-20, 2021 | 8 | 2021 |
Richard K. WagnerProfessor of Psychology, Florida State UniversityVerified email at psy.fsu.edu
