Research
Special Education
Reading Comprehension
Reading Psychometrics
Learning Difficulties
Reading Assessment
Written Expression
Writing Assessment
Intensive Reading Intervention
Learning Disability, Learning Disabilities
Writing Intervention
Executive Function, Executive Functions
Vulnerable Children
Literacy
Child Development
Systematic Review
Two Years
Adolescent Concordance
Inference Generation
Knowledge Text Integration Processes
Text Levels
Latent Change Score Analysis
Text Characteristics
Inference Making
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
