| A meta-analysis of interventions for struggling readers in grades 4–12: 1980–2011 NK Scammacca, G Roberts, S Vaughn, KK Stuebing Journal of learning disabilities 48 (4), 369-390, 2015 | 527 | 2015 |
| Evidence–based strategies for reading instruction of older students with learning disabilities G Roberts, JK Torgesen, A Boardman, N Scammacca Learning Disabilities Research & Practice 23 (2), 63-69, 2008 | 480 | 2008 |
| Interventions for adolescent struggling readers: A meta-analysis with implications for practice. N Scammacca, G Roberts, S Vaughn, M Edmonds, J Wexler, ... Center on Instruction, 2007 | 474 | 2007 |
| Extensive reading interventions for students with reading difficulties after grade 3 J Wanzek, S Vaughn, NK Scammacca, K Metz, CS Murray, G Roberts, ... Review of educational research 83 (2), 163-195, 2013 | 416 | 2013 |
| Meta-analyses of the effects of tier 2 type reading interventions in grades K-3 J Wanzek, S Vaughn, N Scammacca, B Gatlin, MA Walker, P Capin Educational psychology review 28, 551-576, 2016 | 317 | 2016 |
| Meta-analysis with complex research designs: Dealing with dependence from multiple measures and multiple group comparisons N Scammacca, G Roberts, KK Stuebing Review of educational research 84 (3), 328-364, 2014 | 297 | 2014 |
| Current evidence on the effects of intensive early reading interventions J Wanzek, EA Stevens, KJ Williams, N Scammacca, S Vaughn, K Sargent Journal of learning disabilities 51 (6), 612-624, 2018 | 296 | 2018 |
| Response to early reading intervention examining higher and lower responders S Vaughn, J Wanzek, CS Murray, N Scammacca, S Linan-Thompson, ... Exceptional Children 75 (2), 165-183, 2009 | 269 | 2009 |
| A century of progress: Reading interventions for students in grades 4–12, 1914–2014 NK Scammacca, GJ Roberts, E Cho, KJ Williams, G Roberts, SR Vaughn, ... Review of educational research 86 (3), 756-800, 2016 | 178 | 2016 |
| Extensive Reading Interventions in Grades K-3: From Research to Practice. N Scammacca, S Vaughn, G Roberts, J Wanzek, JK Torgesen Center on Instruction, 2007 | 143 | 2007 |
| Current state of the evidence: Examining the effects of Orton-Gillingham reading interventions for students with or at risk for word-level reading disabilities EA Stevens, C Austin, C Moore, N Scammacca, AN Boucher, S Vaughn Exceptional children 87 (4), 397-417, 2021 | 123 | 2021 |
| Examining factors affecting reading and math growth and achievement gaps in grades 1–5: A cohort-sequential longitudinal approach. N Scammacca, AM Fall, P Capin, G Roberts, E Swanson Journal of educational psychology 112 (4), 718, 2020 | 106 | 2020 |
| The impact of tier 1 reading instruction on reading outcomes for students in grades 4–12: A meta-analysis E Swanson, EA Stevens, NK Scammacca, P Capin, AA Stewart, ... Reading and Writing 30, 1639-1665, 2017 | 84 | 2017 |
| Vaughn N Scammacca, G Roberts S., Edmonds, M., Wexler, J., Reutebuch, CK, & Torgesen, JK, 2007 | 82 | 2007 |
| Examining the effects of a tier 2 reading comprehension intervention aligned to tier 1 instruction for fourth-grade struggling readers EA Stevens, S Vaughn, E Swanson, N Scammacca Exceptional Children 86 (4), 430-448, 2020 | 48 | 2020 |
| The effects of an intensive reading intervention for ninth graders with very low reading comprehension M Solís, S Vaughn, N Scammacca Learning Disabilities Research & Practice 30 (3), 104-113, 2015 | 45 | 2015 |
| The critical role of word reading as a predictor of response to intervention S Vaughn, P Capin, N Scammacca, G Roberts, P Cirino, JM Fletcher Journal of learning disabilities 53 (6), 415-427, 2020 | 44 | 2020 |
| Text-based vocabulary intervention training study: Supporting fourth graders with low reading comprehension and learning disabilities M Solís, N Scammacca, AE Barth, GJ Roberts Learning Disabilities (Weston, Mass.) 15 (1), 103, 2017 | 39 | 2017 |
| The relationship between study quality and the effects of supplemental reading interventions: A meta-analysis CR Austin, J Wanzek, NK Scammacca, S Vaughn, SA Gesel, ... Exceptional Children 85 (3), 347-366, 2019 | 34 | 2019 |
| A meta-analysis of the effects of foundational skills and multicomponent reading interventions on reading comprehension for primary-grade students CA Denton, C Hall, E Cho, G Cannon, N Scammacca, J Wanzek Learning and individual differences 93, 102062, 2022 | 30 | 2022 |
