Yusra Ahmed

Profile Picture of Yusra Ahmed
Title
Assistant Professor

Department
Department of Psychology

Institution
University of Houston

Email
yusra.ahmed@times.uh.edu
Education
  • Ph.D. in Developmental Psychology
Research Interests
Special Education   Reading Comprehension   Reading Psychometrics  

  View all research interests
Biography
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Homepages
Contact Information
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Research
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List of Publications (22)
In 2020
22

Cognitive and Educational Interventions for Orphans and Vulnerable Children Affected by HIV/AIDS: A MetaAnalysis. T Thomas, Y Ahmed, M Tan, EL Grigorenko Child Development, 2020.

Found on Publication Page
21

A Systematic Review and Meta-Analysis of Interventions for Orphans and Vulnerable Children Affected by HIV/AIDS Worldwide. T Thomas, M Tan, Y Ahmed, EL Grigorenko Annals of Behavioral Medicine 54 (11), 853-866, 2020.

Found on Publication Page
20

A Simple Illustration of a Joint Model of Reading and Writing Using Meta-analytic Structural Equation Modeling (MASEM). Y Ahmed, RK Wagner Reading-Writing Connections, 55-75, 2020.

Found on Publication Page
In 2019
19

Executive functions and response to intervention: Identification of students struggling with reading comprehension. J Miciak, PT Cirino, Y Ahmed, E Reid, S Vaughn Learning Disability Quarterly 42 (1), 17-31, 2019.

Found on Publication Page
18

Executive function: Association with multiple reading skills. PT Cirino, J Miciak, Y Ahmed, MA Barnes, WP Taylor, EH Gerst Reading and writing 32 (7), 1819-1846, 2019.

Found on Publication Page
17

Parent-adolescent concordance in borderline pathology and why it matters. K Wall, Y Ahmed, C Sharp Journal of abnormal child psychology 47 (3), 529-542, 2019.

Found on Publication Page
In 2018
16

The effects of one versus two years of intensive reading intervention implemented with late elementary struggling readers. J Miciak, G Roberts, WP Taylor, M Solis, Y Ahmed, S Vaughn, JM Fletcher Learning Disabilities Research & Practice 33 (1), 24-36, 2018.

Found on Publication Page
15

A framework for executive function in the late elementary years. PT Cirino, Y Ahmed, J Miciak, WP Taylor, EH Gerst, MA Barnes Neuropsychology 32 (2), 176, 2018.

Found on Publication Page
In 2017
14

Automated formative writing assessment using a levels of language framework. J Wilson, R Roscoe, Y Ahmed Assessing Writing 34, 16-36, 2017.

Found on Publication Page
13

An investigation of an intervention to promote inference generation by adolescent poor comprehenders. CA Denton, MJ York, DJ Francis, C Haring, Y Ahmed, A Bidulescu Learning Disabilities Research & Practice 32 (2), 85-98, 2017.

Found on Publication Page
12

Parentadolescent concordance on the Revised Diagnostic Interview for Borderlines (DIBR) and the Childhood Interview for Borderline Personality Disorder (CIBPD). K Wall, C Sharp, Y Ahmed, M Goodman, MC Zanarini Personality and mental health 11 (3), 179-188, 2017.

Found on Publication Page
In 2016
11

Are shunt revisions associated with IQ in congenital hydrocephalus? A meta-analysis. CN Arrington, AL Ware, Y Ahmed, PA Kulesz, M Dennis, JM Fletcher Neuropsychology review 26 (4), 329-339, 2016.

Found on Publication Page
10

Validation of the direct and inferential mediation (DIME) model of reading comprehension in grades 7 through 12. Y Ahmed, DJ Francis, M York, JM Fletcher, M Barnes, P Kulesz Contemporary Educational Psychology 44, 68-82, 2016.

Found on Publication Page
In 2015
9

The relation of knowledge-text integration processes and reading comprehension in 7th-to 12th-grade students. MA Barnes, Y Ahmed, A Barth, DJ Francis Scientific Studies of Reading 19 (4), 253-272, 2015.

Found on Publication Page
In 2014
8

Using explanatory IRT (EIRM) models to better understand reader and text characteristics associated with inference-making. Y Ahmed, D Francis, M Barnes, J Fletcher, A Barth, M York Modern Modeling Methods Conference, Storrs, CT.[Google Scholar], 2014.

Found on Publication Page
7

Developmental relations between reading and writing at the word, sentence, and text levels: A latent change score analysis. Y Ahmed, RK Wagner, D Lopez Journal of educational psychology 106 (2), 419, 2014.

Found on Publication Page
6

Why we should care about literacy models: Models of reading and writing and how they can elucidate the connection between reading and writing. Y Ahmed, YS Kim, RK Wagner Teaching Reading and Writing Improving Instruction and Student Achievement , 2014.

Found on Publication Page
5

Joint Modeling of the Component Skills of Reading and Writing. Y Ahmed Florida State University, 2014.

Found on Publication Page
In 2011
4

Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic. JS Brown Waesche, C Schatschneider, JK Maner, Y Ahmed, RK Wagner Journal of learning disabilities 44 (3), 296-307, 2011.

Found on Publication Page
3

Using response to intervention for identification and classification. RK Wagner, JSB Waesche, C Schatschneider, JK Maner, Y Ahmed Dyslexia across languages: Orthography and the brain-gene-behavior link, 202 , 2011.

Found on Publication Page
2

How visual word recognition is affected by developmental dyslexia. Y Ahmed, RK Wagner, PT Kantor Visual Word Recognition: Meaning and Context, Individuals and Development 2 , 2011.

Found on Publication Page
Unspecified
1

Why We Should Care About Literacy Models. Y Ahmed, YS Kim, RK Wagner Teaching Reading & W, 143, 0.

Found on Publication Page
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