Faculty Profiles

Ciullo, S., & Collins, A. A. (n.d.). Effective writing instruction for students with learning disabilities in grades 3-8. In Handbook on the Science of Literacy: Grades 3-8. Guilford.

Graham, S., Collins, A. A., & Ciullo, S. P. (2024). Evidence-based recommendations for teaching writing. Education 3-13, 1–14. https://doi.org/https://doi.org/10.1080/03004279.2024.2357893

Graham, S., Ciullo, S., & Collins, A. A. (2024). Do special and general education teachers’ mindset theories about the malleability of writing and IQ predict their writing practices. Journal of Learning Disabilities, 57(2), 63–78. https://doi.org/https://doi.org/10.1177/00222194231181915

Collins, A. A., Rigby-Wills, H., & Ciullo, S. P. (2024). Quality writing instruction for students in the elementary grades. In B. L. Hott & P. Williamson (Eds.), Quality instruction and intervention for elementary educators (pp. 107–127).

Collins, A. A., Ciullo, S., & Sandbank, M. (2023). Using generalizability theory to explore sources of variance on an observation tool of writing instruction. In K. Liu, M. Hebert, & R. A. Alves (Eds.), The Hitchhiker’s Guide to Writing Research: A Festschrift for Steve Graham (Vol. 25, pp. 277–294). Cham: Springer International Publishing. https://doi.org/https://doi.org/10.1007/978-3-031-36472-3_15

Tavsanli, O. F., Graham, S., Kaldirim, A., & Collins, A. A. (2023). The effect of sentence combining instruction with second-to fourth-grade children: A replication study in Turkey. Educational Psychology Review, 35(3), 1–25. https://doi.org/https://doi.org/10.1007/s10648-023-09806-5

Graham, S., Collins, A. A., & Ciullo, S. P. (2023). Special and general education teacher beliefs about writing and writing instruction. Journal of Learning Disabilities, 56(3), 163–179. https://doi.org/https://doi.org/10.1177/00222194221092156

Mason, L. H., Ciullo, S., Collins, A. A., Brady, S., Elcock, L., & Owen, S. (2022). Exploring  inclusive middle-school content teachers’ training, perceptions, and classroom practice for writing. Learning Disabilities: A Contemporary Journal, (20), 111–128.

Collins, A. A., Lindström, E. R., & Sandbank, M. (2021). The influence of language knowledge and test components on reading comprehension scores. Annals of Dyslexia, 71, 238–259. https://doi.org/https://doi.org/10.1007/s11881-020-00212-y

Collins, A. A., & Lindström, E. R. (2021). Making sense of reading comprehension assessments: Guidance for Evaluating Student Performance. Intervention in School and Clinic, 57(1), 23–31. https://doi.org/https://doi.org/10.1177/1053451221994806

Collins, A. A., Ciullo, S. P., Graham, S., Sigafoos, L., Guerra, S., David, M., & Judd, L. (2021). Writing expository essays from social studies texts: A self-regulated strategy development study. Reading and Writing: An Interdisciplinary Journal, 34, 1623–1651. https://doi.org/https://doi.org/10.1007/s11145-021-10157-2

Collins, A. A., Compton, D. L., Lindström, E. R., & Gilbert, J. K. (2020). Performance variations across reading comprehension assessments: Examining unique contributions of text, activity, and reader. Reading and Writing: An Interdisciplinary Journal, 33(3), 605–634. https://doi.org/https://doi.org/10.1007/s11145-019-09972-5

Ciullo, S., Collins, A. A., Wissinger, D. R., Lo, Y. L., McKenna, J., & Osman, D. (2020). Students with learning disabilities in the social studies: A meta-analysis of intervention research. Exceptional Children, 86(4), 393–412. https://doi.org/https://doi.org/10.1177/0014402919893932

Collins, A. A., Lindström, E. R., & Compton, D. L. (2018). Comparing students with and without reading difficulties on reading comprehension assessments: A meta-analysis. Journal of Learning Disabilities, 51, 108–123. https://doi.org/10.1177/0022219417704636

Graham, S., Collins, A. A., & Rigby-Wills, H. (2017). Writing characteristics of students with learning disabilities and typically achieving peers: A meta-analysis. Exceptional Children, 83, 199–218. https://doi.org/10.1177/0014402916664070

Cho, E., Compton, D. L., Gilbert, J. K., Steacy, L. M., Collins, A. A., & Lindström, E. R. (2017). Development of first-graders word reading skills: For whom can dynamic assessment tell us more? Journal of Learning Disabilities, 50, 95–112. https://doi.org/doi:10.1177/0022219415599343

Steacy, L. M., Kearns, D. K., Gilbert, J. K., Compton, D. L., Cho, E., Lindström, E. R., & Collins, A. A. (2017). Exploring individual differences in irregular word recognition among children with early-emerging and late-emerging word reading difficulty. Journal of Educational Psychology, 109, 51–69. https://doi.org/10.1037/edu0000113

Kearns, D. K., Steacy, L. M., Compton, D. L., Gilbert, J. K., Goodwin, A. P., Cho, E., … Collins, A. A. (2016). Modeling polymorphemic word recognition: Exploring differences among children with early-emerging and late-emerging word reading difficulty. Journal of Learning Disabilities, 49, 368–394. https://doi.org/i:10.1177/0022219414554229

Gillespie Rouse, A., & Collins, A. A. (2016). Effective and ineffective writing practices for students with disabilities. In B. G. Cook, M. Tankersley, & T. J. Landrum (Eds.), Advances in learning and behavioral disabilities: Instructional practices with and without empirical validity (Vol. 29, pp. 61–84). Emerald Group Publishing Limited. https://doi.org/https://doi.org/10.1108/S0735-004X20160000029004

McKeown, D., Brindle, M., Harris, K. R., Graham, S., Collins, A. A., & Brown, M. (2016). Illuminating growth and struggles using mixed methods: Practice-based professional development and coaching for differentiating SRSD instruction in writing. Reading and Writing: An Interdisciplinary Journal, 29, 1105–1140.

Collins, A. A. (2015). Performance variations across response formats on reading comprehension assessments (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses Full Text. (3732106).