| Reading attitudes of middle school students: Results of a US survey MC McKenna, K Conradi, C Lawrence, BG Jang, JP Meyer Reading research quarterly 47 (3), 283-306, 2012 | 552 | 2012 |
| Motivation terminology in reading research: A conceptual review K Conradi, BG Jang, MC McKenna Educational psychology review 26, 127-164, 2014 | 486 | 2014 |
| Measuring Adolescents' Attitudes Toward Reading A: Classroom Survey. K Conradi, BG Jang, C Bryant, A Craft, MC McKenna Journal of Adolescent & Adult Literacy 56 (7), 2013 | 167 | 2013 |
| Does text complexity matter in the elementary grades? A research synthesis of text difficulty and elementary students’ reading fluency and comprehension SJ Amendum, K Conradi, E Hiebert Educational Psychology Review 30, 121-151, 2018 | 145 | 2018 |
| Motivation: Approaching an elusive concept through the factors that shape it BG Jang, K Conradi, MC McKenna, JS Jones The Reading Teacher 69 (2), 239-247, 2015 | 140 | 2015 |
| Matching interventions to reading needs: A case for differentiation JS Jones, K Conradi, SJ Amendum The Reading Teacher 70 (3), 307-316, 2016 | 71 | 2016 |
| A systematic review of reading engagement research: What do we mean, what do we know, and where do we need to go? Y Lee, BG Jang, K Conradi Smith Reading Psychology 42 (5), 540-576, 2021 | 59 | 2021 |
| Component skills affecting elementary students’ informational text comprehension MD Liebfreund, K Conradi Reading and Writing 29, 1141-1160, 2016 | 59 | 2016 |
| What are teachers reading and why?: An analysis of elementary read aloud titles and the rationales underlying teachers’ selections K Conradi Smith, CA Young, J Core Yatzeck Literacy Research and Instruction 61 (4), 383-401, 2022 | 45 | 2022 |
| Struggle Is Not a Bad Word: Misconceptions and Recommendations About Readers Struggling With Difficult Texts SM Lupo, JZ Strong, K Conradi Smith Journal of Adolescent & Adult Literacy 62 (5), 551-560, 2019 | 36 | 2019 |
| The push for more challenging texts: An analysis of early readers’ rate, accuracy, and comprehension SJ Amendum, K Conradi, MD Liebfreund Reading Psychology 37 (4), 570-600, 2016 | 34 | 2016 |
| Explaining variance in comprehension for students in a high-poverty setting K Conradi, SJ Amendum, MD Liebfreund Reading & Writing Quarterly 32 (5), 427-453, 2016 | 31 | 2016 |
| Latent profiles of attitudes toward print and digital reading among adolescents BG Jang, JH Ryoo, KC Smith Reading and Writing 34, 1115-1139, 2021 | 29 | 2021 |
| Supporting elementary students’ reading of difficult texts JZ Strong, SJ Amendum, K Conradi Smith The Reading Teacher 72 (2), 201-212, 2018 | 27 | 2018 |
| Developing affective instrumentation for use in literacy research WA Henk, MC McKenna, K Conradi Literacy research methodologies, 197-226, 2004 | 26 | 2004 |
| Tapping technology’s potential to motivate readers K Conradi Phi Delta Kappan 96 (3), 54-57, 2014 | 21 | 2014 |
| Predicting performance on a 3rd grade high-stakes reading assessment K Conradi Smith, SJ Amendum, BG Jang Reading & Writing Quarterly 36 (4), 365-378, 2020 | 16 | 2020 |
| Interpreting reading assessment data: Moving from parts to whole in a testing era SJ Amendum, K Conradi, MJ Pendleton Intervention in School and Clinic 51 (5), 284-292, 2016 | 12 | 2016 |
| You can’t put the genie back into the bottle”: English teachers’ beliefs and attitudes regarding digital literacies in the classroom S Ruday, K Conradi, N Heny, G Lovette Sixty-second yearbook of the Literacy Research Association, 198-215, 2013 | 12 | 2013 |
| Reading engagement matters! A new scale to measure and support children's engagement with books S McGeown, KC Smith The Reading Teacher 77 (4), 462-472, 2024 | 11 | 2024 |
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