publication venue for

• Rosetta: A Method for Integration of Genetically Informative Studies of Reading Comprehension Development 2025
• Predicting Later Spelling from Kindergarten Spelling in US, Australian, and Swedish Children 2023
• In Search of Cognitive Promotive and Protective Factors for Word Reading 2021
• Causal attribution profiles as a function of reading skills, hyperactivity, and inattention 2019
• The Unique Role of Early Spelling in the Prediction of Later Literacy Performance 2019
• Measures of Kindergarten Spelling and Their Relations to Later Spelling Performance 2016
• Models of Vocabulary Acquisition: Direct Tests and Text-Derived Simulations of Vocabulary Growth 2014
• Why Do Children Differ in Their Development of Reading and Related Skills? 2014
• Longitudinal Stability of Phonological and Surface Subtypes of Developmental Dyslexia 2014
• Longitudinal Stability of Phonological and Surface Subtypes of Developmental Dyslexia 2014
• Modeling the Etiology of Individual Differences in Early Reading Development: Evidence for Strong Genetic Influences 2013
• Multivariate Genetic Analysis of Learning and Early Reading Development 2013
• Choice of Reading Comprehension Test Influences the Outcomes of Genetic Analyses 2011
• Genetic and Environmental Influences on Vocabulary and Reading Development 2011
• Genetic and Environmental Influences on Vocabulary and Reading Development 2011
• Genetic and Environmental Influences on Inattention, Hyperactivity-Impulsivity, and Reading: Kindergarten to Grade 2 2010
• Longitudinal Stability of Reading-Related Skills and Their Prediction of Reading Development 2010
• Phonological spelling and reading deficits in children with spelling disabilities 2008
• Reading comprehension tests vary in the skills they assess: Differential dependence on decoding and oral comprehension 2008
• Longitudinal twin study of early literacy development: Preschool and kindergarten phases 2005
• The editor wishes to thank Editorial Assistant Ann Langerud and Journal Production Supervisor Amy Van Orden. I also thank the Editorial Board members whose names appear on the inside front cover and those individu-als (listed here) who served as ad hoc reviewers for this volume. Editorial Board members generally assisted on two to five manuscripts each. 2005
• SSSR, environment, and genes 2004
• The editor wishes to thank Editorial Assistant Amy Arensberg, Journal Pro-duction Supervisor Amy E. Munno, the Editorial Board members whose names appear on the inside front cover, and those individuals (listed here) who served as ad hoc reviewers for this volume. Numbers in parentheses in-dicate the number of manuscripts on which they assisted. 2003
• The Unitization Effect in Reading Chinese and English Text 2002
• Comparing the relationships among two different versions of alphanumeric rapid automatized naming and word level reading skills 2002
• The editor wishes to thank Editorial Assistant Kristen Lauer, Journal Produc-tion Supervisor Amy E. Munno, the Editorial Board members whose names appear on the inside front cover, and those individuals (listed here) who served as ad hoc reviewers for this volume.(Numbers in parentheses indicate assistance with more than one manuscript.) 2002
• The editor wishes to thank Editorial Assistant Kristen Lauer, Journal Produc-tion Supervisor Amy E. Munno, the Editorial Board members whose names appear on the inside front cover, and those individuals (listed here) who served as ad hoc reviewers for this volume.(Numbers in parentheses indicate assistance with more than one manuscript.) 2002
• The editor wishes to thank Editorial Assistant Kristen Lauer, Journal Produc-tion Supervisor Amy E. Munno, the Editorial Board members whose names appear on the inside front cover, and those individuals (listed here) who served as ad hoc reviewers for this volume.(Numbers in parentheses indicate assistance with more than one manuscript.) 2001
• The editor wishes to thank Editorial Assistant Kristen Lauer, Journal Produc-tion Supervisor Amy E. Munno, the Editorial Board members whose names appear on the inside front cover, and those individuals (listed here) who served as ad hoc reviewers for this volume.(Numbers in parentheses indicate assistance with more than one manuscript.) 2000
• The fate of phonemic awareness beyond the elementary school years 1998
• Computer-based remedial training in phoneme awareness and phonological decoding: Effects on the posttraining development of word recognition 1997