Al Otaiba, S., Connor, C. M., Folsom, J. S., Greulich, L., Meadows, J., & Li, Z. (2011). Assessment Data-Informed Guidance to Individualized Kindergarten Reading Instruction: Findings from a Cluster-Randomized Control Field Trial. The Elementary School Journal, 111(4), 535–560.
Al Otaiba, S., Connor, C. M., Folsom, J. S., Wanzek, J., Greulich, L., Schatschneider, C., & Wagner, R. K. (2014). To wait in Tier 1 or intervene immediately: A randomized experiment examining first-grade response to intervention in reading. Exceptional Children, 81(1), 11-27.
Connor, C. M. (2017). Using Technology and Assessment to Personalize Instruction: Preventing Reading Problems. Prevention Science. http://doi.org/10.1007/s11121-017-0842-9
Connor, C. M. (2016). A lattice model of the development of reading comprehension. Child Development Perspectives, 10(4), 269-274.
Connor, C. M. (2014). Individualizing teaching in beginning reading. Better: Evidence-Based Education, 3–7.
Connor, C. M. (2011). Child Characteristics X instruction Interactions: Implications for Students’ Literacy Skill Development in the Early Grades. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook on Early Literacy Research, Volume 3 (3rd ed., pp. 256–267). New York.
Connor, C. M., & Craig, H. K. (2006). African American preschoolers’ language, emergent literacy skills, and use of African American English: A complex relation. Journal of Speech, Language and Hearing Research, 49(4), 771-792.
Connor, C. M., Craig, H. K., Raudenbush, S. W., Heavener, K., & Zwolan, T. A. (2006). The age at which young deaf children receive cochlear implants and their vocabulary and speech-production growth: Is there an added value for early implantation? Ear and Hearing, 27(6), 628-644.
Connor, C. M., Day, S. L., Phillips, B., Sparapani, N., Ingebrand, S. W., McLean, L., … Kaschak, M. P. (2016). Reciprocal Effects of Self-Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School. Child Development. doi:10.1111/cdev.12570
Connor, C. M., Day, S. L., Zargar, E., Wood, T. S., Taylor, K. S., Jones, M. R., & Hwang, J. K. (in review). Building word knowledge, learning strategies, and metacognition with the Word Knowledge e-Book. Computers & Education.
Connor, C. M., Dombek, J., Crowe, E. C., Spencer, M., Tighe, E. L., Coffinger, S., et al. (2017). Acquiring science and social studies knowledge in kindergarten through fourth grade: Conceptualization, design, implementation, and efficacy testing of content-area literacy instruction (CALI). Journal of Educational Psychology, 109(3), 301-320.
Connor, C. M., Goldman, S. R., & Fishman, B. (2013). Reading and writing technology. In M. Spector, D. Merrill, & M. J. Bishop (Eds.), Handbook of research on educational communications and technology. Association for Educational Communications & Technology.
Connor, C. M., Morrison, F. J., Fishman, B., Crowe, E. C., Al Otaiba, S., & Schatschneider, C. (2013). A Longitudinal Cluster-Randomized Controlled Study on the Accumulating Effects of Individualized Literacy Instruction on Students’ Reading From First Through Third Grade. Psychological Science, 24(8), 1408–1419. doi:10.1177/0956797612472204
Connor, C. M., Morrison, F. J., Fishman, B. J., Ponitz, C. C., Glasney, S., Underwood, P. S., … Schatschneider, C. (2009). The ISI Classroom Observation System: Examining the Literacy Instruction Provided to Individual Students. Educational Researcher, 38(2), 85–99. doi:10.3102/0013189X09332373
Connor, C. M., Morrison, F. J., Fishman, B. J., Schatschneider, C., & Underwood, P. (2007). Algorithm-Guided Individualized Reading Instruction. Science, 315(2007), 464–465. Retrieved from http://steinhardt.nyu.edu/scmsAdmin/uploads/002/458/Science paper.pdf
Connor, C. M., Morrison, F. J., & Katch, L. E. (2004). Beyond the reading wars: Exploring the effect of child-instruction interactions on growth in early reading. Scientific Studies of Reading, 8(4), 305-336.
Connor, C. M., Morrison, F. J., & Petrella, J. N. (2004). Effective reading comprehension instruction: Examining child x instruction interactions. Journal of Educational Psychology, 96(4), 682-698.
Connor, C. M., Morrison, F. J., & Slominski, L. (2006). Preschool instruction and children’s emergent literacy growth. Journal of Educational Psychology, 98(4), 665-689.
Connor, C. M., Morrison, F. J., & Underwood, P. S. (2007). A second chance in second grade: The independent and cumulative impact of first- and second-grade reading instruction and students’ letter-word reading skill growth. Scientific Studies of Reading, 11(3), 199-233.
Connor, C. M., Radach, R., Vorstius, C., Day, S. L., McLean, L., & Morrison, F. J. (2015). Individual differences in fifth graders’ literacy and academic language predict comprehension monitoring development: An eye-movement study. Scientific Studies of Reading, 19(2), 114-134.
Connor, C. M., Spencer, M., Day, S. L., Giuliani, S., Ingebrand, S. W., McLean, L., & Morrison, F. J. (2014). Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders’ vocabulary and reading comprehension outcomes. Journal of Educational Psychology, 106(3), 762-778.
Johnson, L., Terry, N. P., Connor, C. M., & Thomas-Tate, S. (2017). The effects of dialect awareness instruction on nonmainstream American English speakers. Reading and Writing. doi:10.1007/s11145-017-9764-y
Taylor, J., Roehrig, A. D., Hensler, B. S., Connor, C. M., & Schatschneider, C. (2010). Teacher quality moderates the genetic effects on early reading. Science, 328, 512-514.
For additional publications, see Dr. Connor’s Google Scholar Profile here.