Works by Conradi, Kristin

Results: 25

Explaining reading variance by student subgroup: should we move beyond oral reading fluency?

Published in:

Journal of Research in Reading, 2021, v. 44, n. 4, p. 757, doi. 10.1111/1467-9817.12371

By:

Amendum, Steven J.;
Conradi Smith, Kristin;
Liebfreund, Meghan D.

Publication type:

Article

Interpreting Reading Assessment Data.

Published in:

Intervention in School & Clinic, 2016, v. 51, n. 5, p. 284, doi. 10.1177/1053451215606686

By:

Amendum, Steven J.;
Conradi, Kristin;
Pendleton, Melissa J.

Publication type:

Article

Explaining Variance in Comprehension for Students in a High-Poverty Setting.

Published in:

Reading & Writing Quarterly, 2016, v. 32, n. 5, p. 427, doi. 10.1080/10573569.2014.994251

By:

Conradi, Kristin;
Amendum, Steven J.;
Liebfreund, Meghan D.

Publication type:

Article

It's not just about skills: Adopting a motivation‐informed approach to instruction with adolescents.

Published in:

Journal of Adolescent & Adult Literacy, 2025, v. 68, n. 4, p. 415, doi. 10.1002/jaal.1396

By:

Conradi Smith, Kristin;
Jang, Bong Gee;
Ostot, Tori J.

Publication type:

Article

Struggle Is Not a Bad Word: Misconceptions and Recommendations About Readers Struggling With Difficult Texts.

Published in:

Journal of Adolescent & Adult Literacy, 2019, v. 62, n. 5, p. 551, doi. 10.1002/jaal.926

By:

Lupo, Sarah M.;
Strong, John Z.;
Conradi Smith, Kristin

Publication type:

Article

Measuring Adolescents' Attitudes Toward Reading A: Classroom Survey.

Published in:

Journal of Adolescent & Adult Literacy, 2013, v. 56, n. 7, p. 565, doi. 10.1002/JAAL.183

By:

Conradi, Kristin;
Jang, Bong Gee;
Bryant, Camille;
Craft, Aggie;
McKenna, Michael C.

Publication type:

Article

Reading Engagement Matters! A New Scale to Measure and Support Children's Engagement with Books.

Published in:

Reading Teacher, 2024, v. 77, n. 4, p. 462, doi. 10.1002/trtr.2267

By:

McGeown, Sarah;
Smith, Kristin Conradi

Publication type:

Article

"No More Strategy of the Week": Considerations for Connecting Comprehension Instruction Back to the Book.

Published in:

Reading Teacher, 2024, v. 77, n. 4, p. 512, doi. 10.1002/trtr.2261

By:

Conradi Smith, Kristin;
Williams, Tamara W.;
Frackelton, Ellen P.

Publication type:

Article

Maximizing Small‐Group Reading Instruction.

Published in:

Reading Teacher, 2022, v. 76, n. 3, p. 348, doi. 10.1002/trtr.2146

By:

Conradi Smith, Kristin;
Amendum, Steven J.;
Williams, Tamara W.

Publication type:

Article

Supporting Elementary Students’ Reading of Difficult Texts.

Published in:

Reading Teacher, 2018, v. 72, n. 2, p. 201, doi. 10.1002/trtr.1702

By:

Strong, John Z.;
Amendum, Steven J.;
Conradi Smith, Kristin

Publication type:

Article

Matching Interventions to Reading Needs: A Case for Differentiation.

Published in:

Reading Teacher, 2016, v. 70, n. 3, p. 307, doi. 10.1002/trtr.1513

By:

Jones, Jill S.;
Conradi, Kristin;
Amendum, Steven J.

Publication type:

Article

Motivation.

Published in:

Reading Teacher, 2015, v. 69, n. 2, p. 239, doi. 10.1002/trtr.1365

By:

Jang, Bong Gee;
Conradi, Kristin;
McKenna, Michael C;
Jones, Jill S

Publication type:

Article

"You Can't Put the Genie Back into the Bottle": English Teachers' Beliefs and Attitudes Regarding Digital Literacies in the Classroom.

Published in:

Literacy Research Association Yearbook, 2013, v. 62, p. 199

By:

Ruday, Sean;
Conradi, Kristin;
Heny, Natasha;
Lovette, Gail E.

Publication type:

Article

Low-Income Elementary Students Access to Books & Reading Motivation.

Published in:

Reading Psychology, 2022, v. 43, n. 3/4, p. 250, doi. 10.1080/02702711.2022.2094040

By:

Zucker, Tricia A.;
Oh, Yoonkyung;
Conradi Smith, Kristin;
Baker-Finck, Julie

Publication type:

Article

A Systematic Review of Reading Engagement Research: What Do We Mean, What Do We Know, and Where Do We Need to Go?

Published in:

Reading Psychology, 2021, v. 42, n. 5, p. 540, doi. 10.1080/02702711.2021.1888359

By:

Lee, Yongjun;
Jang, Bong Gee;
Conradi Smith, Kristin

Publication type:

Article

The Push for More Challenging Texts: An Analysis of Early Readers’ Rate, Accuracy, and Comprehension.

Published in:

Reading Psychology, 2016, v. 37, n. 4, p. 570, doi. 10.1080/02702711.2015.1072609

By:

Amendum, Steven J.;
Conradi, Kristin;
Liebfreund, Meghan D.

Publication type:

Article

Correction to: Latent profiles of attitudes toward print and digital reading among adolescents.

Published in:

2021

By:

Jang, Bong Gee;
Ryoo, Ji Hoon;
Smith, Kristin Conradi

Publication type:

Correction Notice

Latent profiles of attitudes toward print and digital reading among adolescents.

Published in:

Reading & Writing, 2021, v. 34, n. 5, p. 1115, doi. 10.1007/s11145-020-10104-7

By:

Jang, Bong Gee;
Ryoo, Ji Hoon;
Smith, Kristin Conradi

Publication type:

Article

Component skills affecting elementary students' informational text comprehension.

Published in:

Reading & Writing, 2016, v. 29, n. 6, p. 1141, doi. 10.1007/s11145-016-9629-9

By:

Liebfreund, Meghan;
Conradi, Kristin

Publication type:

Article

The Mostly White World of Teacher Read Alouds: An Analysis of Fifth Grade Texts.

Published in:

Reading Psychology, 2025, v. 46, n. 5, p. 481, doi. 10.1080/02702711.2025.2463642

By:

Young, Craig A.;
Conradi Smith, Kristin;
Barr, Margaret T.

Publication type:

Article

What are Teachers Reading and Why?: An Analysis of Elementary Read Aloud Titles and the Rationales Underlying Teachers' Selections.

Published in:

Literacy Research & Instruction, 2022, v. 61, n. 4, p. 383, doi. 10.1080/19388071.2021.2008558

By:

Conradi Smith, Kristin;
Young, Craig A.;
Core Yatzeck, Jane

Publication type:

Article

The Relationship Between a Reader's Self-Concept and Achievement: Which Aspect Matters the Most and for Whom?

Published in:

Reading & Writing Quarterly, 2022, v. 38, n. 5, p. 454, doi. 10.1080/10573569.2021.1972881

By:

Conradi Smith, Kristin;
Jang, Bong Gee

Publication type:

Article

Predicting performance on a 3rd grade high-stakes reading assessment.

Published in:

Reading & Writing Quarterly, 2020, v. 36, n. 4, p. 365, doi. 10.1080/10573569.2019.1649612

By:

Conradi Smith, Kristin;
Amendum, Steven J.;
Jang, Bong Gee

Publication type:

Article

Does Text Complexity Matter in the Elementary Grades? A Research Synthesis of Text Difficulty and Elementary Students’ Reading Fluency and Comprehension.

Published in:

Educational Psychology Review, 2018, v. 30, n. 1, p. 121, doi. 10.1007/s10648-017-9398-2

By:

Amendum, Steven J.;
Conradi, Kristin;
Hiebert, Elfrieda

Publication type:

Article

Motivation Terminology in Reading Research: A Conceptual Review.

Published in:

Educational Psychology Review, 2014, v. 26, n. 1, p. 127, doi. 10.1007/s10648-013-9245-z

By:

Conradi, Kristin;
Jang, Bong;
McKenna, Michael

Publication type:

Article