| A systematic review of the research on vocabulary instruction that impacts text comprehension TS Wright, GN Cervetti Reading research quarterly 52 (2), 203-226, 2017 | 393 | 2017 |
| Promoting language and literacy development for early childhood educators: A mixed-methods study of coursework and coaching SB Neuman, TS Wright The elementary school journal 111 (1), 63-86, 2010 | 306 | 2010 |
| Paucity and disparity in kindergarten oral vocabulary instruction TS Wright, SB Neuman Journal of Literacy Research 46 (3), 330-357, 2014 | 174 | 2014 |
| Supporting kindergartners’ science talk in the context of an integrated science and disciplinary literacy curriculum TS Wright, AW Gotwals The Elementary School Journal 117 (3), 513-537, 2017 | 145 | 2017 |
| Conceptual coherence, comprehension, and vocabulary acquisition: A knowledge effect? GN Cervetti, TS Wright, HJ Hwang Reading and Writing 29, 761-779, 2016 | 136 | 2016 |
| The Magic of Words: Teaching Vocabulary in the Early Childhood Classroom. SB Neuman, TS Wright American Educator 38 (2), 4-13, 2014 | 128 | 2014 |
| The role of knowledge in understanding and learning from text GN Cervetti, TS Wright Handbook of reading research, volume V, 237-260, 2020 | 115 | 2020 |
| What classroom observations reveal about oral vocabulary instruction in kindergarten TS Wright University of Michigan, 2011 | 110 | 2011 |
| All about words: Increasing vocabulary in the common core classroom, Pre K-2 SB Neuman, TS Wright Teachers College Press, 2015 | 82 | 2015 |
| Vocabulary instruction in commonly used kindergarten core reading curricula TS Wright, SB Neuman The Elementary School Journal 113 (3), 386-408, 2013 | 80 | 2013 |
| Reading to learn from the start: The power of interactive read-alouds. TS Wright American Educator 42 (4), 4, 2019 | 71 | 2019 |
| From potential to reality: Content‐rich vocabulary and informational text TS Wright The Reading Teacher 67 (5), 359-367, 2014 | 68 | 2014 |
| Nurturing knowledge: Building a foundation for school success by linking early literacy to math, science, art, and social studies. SB Neuman, K Roskos Education Review, 2007 | 60 | 2007 |
| The role of language and literacy in K-5 science and social studies standards TS Wright, LM Domke Journal of Literacy Research 51 (1), 5-29, 2019 | 56 | 2019 |
| A content analysis of phonological awareness and phonics in commonly used Head Start curricula LE Skibbe, HK Gerde, TS Wright, CR Samples-Steele Early Childhood Education Journal 44, 225-233, 2016 | 51 | 2016 |
| Nurturing Knowledge: Linking literacy to social studies, math, science and so much more SB Neuman, K Roskos, TS Wright, LA Lenhart Scholastic, 2007 | 44 | 2007 |
| Preschool teachers’ beliefs about and instruction for writing HK Gerde, TS Wright, GE Bingham Journal of Early Childhood Teacher Education 40 (4), 326-351, 2019 | 43 | 2019 |
| Evaluation of Head Start curricula for standards-based writing instruction HK Gerde, LE Skibbe, TS Wright, SN Douglas Early Childhood Education Journal 47, 97-105, 2019 | 39 | 2019 |
| Supporting disciplinary talk from the start of school: Teaching students to think and talk like scientists TS Wright, AW Gotwals The Reading Teacher 71 (2), 189-197, 2017 | 39 | 2017 |
| The impact of knowledge-building through conceptually-coherent read alouds on vocabulary and comprehension TS Wright, GN Cervetti, C Wise, NA McClung Reading Psychology 43 (1), 70-84, 2022 | 19 | 2022 |