1. Rupley, W. H. (In press). An introduction to linking reading and science: Focusing on a broaders bases of understanding. Reading Psychology: An International Journal.
(In Press)
2. Rupley, W. H. (In press). Direct Instruction in teaching reading to struggling readers. Reading and Writing Quarterly.
(In Press)
3. Mraz, M., Nichols, W. D., Caldwell, S., Beisley, R., Rupley, W. H. & Sargent, S. E. (In Press) Improving oral reading fluency through reader's theatre. Reading Horizons
(In Press)
4. Rupley, W.H. & Nichols, W.D. (In press). Matching instructional design with vocabulary instruction. Reading Horizons.
(In Press)
5. Heilman, A. J., Blair, T. R., & Rupley, W. H. (In press). Principles and practices of teaching reading (11th ed.). Columbus, OH: Merrill
(In Press)
6. Rasinski, T., Nichols, W., & Rupley, W. H. (In press). Using Alternative Texts to develop Fluency for Struggling Readers. International Reading Association
(In Press)
7. Rupley, W. H., Nichols, W. D., & Mras, M. (In press). Words are everywhere: Supporting Struggling Readers Word Knowledge. In Supporting Struggling Readers: Reading and Strategy Use . Edited by Barbara Walker, Christopher-Gordon Publishers. In press.
(In Press)
8. Rasinski, T.R., Rupley, W. H., Nichols, W. D. (2012). Phonics and Fluency Practice With Poetry: Lessons That Tap the Power of Rhyming Verse to Improve Students' Word Recognition, Automaticity, and Prosody; and Help Them Become Successful Readers. New York: Scholastic
9. Rupley, W. H., Nichols, W. D., Mraz, M., & Blair, T. R. (2012). Building conceptual understanding through vocabulary instruction. Reading Horizons, 51
10. *Hairrell, A., Simmons, D., Rupley, W., & Vaughn, S. (2011). An investigation of fourth-grade teachers' use of vocabulary instruction in social studies. Journal of Reading Education, 36 (3), 19-25
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11. Hairrell A., Rupley, W. H., Edmonds M., Larsen R., Simmons D., Willson V., Byran, G., & Vaughn S., (2011). Examining the Impact of Teacher Quality on Fourth-Grade Students' Comprehension and Content-Area Achievement. Reading & Writing Quarterly 27, (3), 239-260
12. Willson, V., & Rupley, W. H. (2011). Experimental and Quasi-experimental Designs for Interventions. In Handbook of Reading Disabilities Research General Editors: Richard Allington & Anne McGill-Franzen, Lawrence Erlbaum, Inc. 434-444
13. Capraro, R. M., Capraro, M. M., & Rupley, W. H. (2011). Semantics and syntax: A theoretical model for how students may build mathematical mis-understandings. Journal of Mathematics Education, 3(2), 58-66
14. Capraro, R. M., Capraro, M. M., & Rupley, W. (2011). Reading enhanced word problem solving (REPS): A theoretical model. European Journal of Psychology of Education.
15. Rupley, W. H. (2011). Research on Teacher Quality: Improving Reading and Writing Instruction Reading & Writing Quarterly 27, (3) 179-182
16. Rupley, W. H., & Willson, V. L. (2011) Section Editors. Studying Reading Disabilities. In Handbook of Reading Disabilities Research 407 -- 496. General Editors: Richard Allington & Anne McGill-Franzen, Lawrence Erlbaum, Inc
17. Rupley, W., Capraro, R. M., & Capraro, M. M. (2011). Theorizing an integration of reading and mathematics: Solving mathematical word problems in the elementary grades. LEARNing Landscapes, Special issue: Mind, Brain and Education, 5, 227-250
18. Hairrell, A., Rupley, W. H., & Simmons, D. (2011). The State of Vocabulary Research. Literacy Research and Instruction, 50 (4), 253-271
19. Simmons, D., Hairrell*, A., Edmonds, M., Vaughn, S., Larsen*, R., Willson, V., Rupley, W., & Byrns, G. (2010). A comparison of multiple-strategy methods: Effects on fourth-grade students' general and content-specific reading comprehension and vocabulary development. Journal of Research on Educational Effectiveness, 3, 121-156
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20. Rupley, W. H., & Slough, S. W. (2010). Building prior knowledge and vocabulary in science in the intermediate grades: Creating hooks for learning. Literacy Research and Instruction, 49, 99-112
21. Hairrell, A., Rupley, W. H., Edmonds, M., Larsen, R., Simmons, D., Willson, V., Byrns, G., & Vaughn, S. (2010). Examining the impact of teacher quality on fourth-grade students' comprehension and content-area achievement. Reading and Writing Quarterly
*
22. Slough, S. W., & Rupley, W. H. (2010). Recreating a recipe for science instructional programs: Adding learning progressions, scaffolding, and a dash of reading variety. School Science and Mathematics Journal, 110, 352-362
23. Capraro, R. M., Capraro, M. M., & Rupley, W. H. (2010). Semantics and syntax: A theoretical model for how students may build mathematical misunderstandings. Journal of Mathematics Education, 3(2), 58-66.
24. Capraro, R. M., Capraro, M. M., Rupley, W. H., & Slough, S. W. (2010). The confluence of reading and mathematics strategies to enhance mathematical cognition. Policy Brief.
25. Hairrell*, A., Simmons, D., Swanson, E., Edmonds, M., Vaughn, S., and Rupley, W. H. (2010). Translating vocabulary research to social studies instruction: Before, during and after text-reading strategies. Intervention in School and Clinic, 46(4), 1-7
*
26. Slough, S. W. & Rupley, W. H. (2009). Defining web-enhanced curriculum-based measurement in mathematics and science. In K. McFerrin, R. Weber, R. Carlsen, & D. A. Willis (Eds.), Society for Technology and Teacher Education Annual 2009 (pp. 3843-3847). Chesapeake, VA: AACE.
27. Nichols, W. D., Rupley, W. H., & Rasinski, T. (2009) Fluency in learning to read for meaning: Going Beyond Repeated Readings. Literacy Research and Instruction, 48: 1-13.
28. Rupley, W. H.( 2008). Direct instruction in reading for the struggling reader: Phonemic awareness, phonics, fluency, vocabulary, and comprehension. Reading & Writing Quarterly
29. Joshi, R. M., Aaron, P.G., Hill, N., Ocker-Dean, E., Boulware-Gooden, R., & Rupley, W.H.(2008). Drop everything and write (DEAW): An innovative program that improves literacy skiills. Learning Inquiry, 2, 1-12.
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30. Rupley, W. H., Nichols, W. D., & Rasinski T. V. (2008). Integrating phonics an fluency in a balanced reading program. Journal of Balanced Reading Instruction,16 (1) 1-10.
31. Rupley, W. H., Nichols, W. D., & Blair, T. R. (2008) Language and culture in literacy instruction: Where have they gone? The Teacher Educator, 43 (3).
32. Rasinski, T.V., Rupley, W.H., & Nichols, W. D. (2008, November). Two essential ingredients: Phonics and fluency getting to know each other. The Reading Teacher, 62 (3), 257260.
33. Nichols, W. D., Rupley, W. H., Rickleman, R., & Young, C. S. (2008). Understanding and Applying Reading Instructional Strategies: Implications for Professional Development in the Middle Schools. Annual Yearbook of the College Reading Association
34. Nichols, W. D., Rupley, W. H., Blair, T. R. & Wood, K. D. (2008). Vocabulary strategies for linguistically diverse learners. Middle School Journal., 39 (3), 65-69.
35. Rupley, W. H. (2007). An introduction to middle school reading instruction.Reading Psychology, 28, No. 1, pp. 1-4.
36. Kaplan, D. S., Rupley, W. H., Sparks, J, & Holcomb, A. (2007). Comparing traditional journal writing with journal writing shared over e-mail list serves as tools for facilitating reflective thinking: A study of preservice teachers. Journal of Literacy Research, 39, No. 3, pp. 357-387.
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37. Nichols, W.D., Wilkins, J.L., Rupley, W.H., Helfeldt, J., Young, C.A., & OConnor. (2007). Examining elementary and middle school teachers beliefs and instructional practices related to reading. Balanced Reading Instruction, 13, 37-58.
38. Blair, T. R., Rupley, W. H., and Nichols, W. D. (2007) The effective teacher of reading: Considering the what and how of instruction. The Reading Teacher, 60 (5), 432-438.
39. Rupley, W. H. (2006). Reading and Mathematics: Introduction. Reading Psychology: An International Journal, Special Issue on Reading and Mathematics, 27: 87-89.
40. Nichols, W. D., Zellner, L. J., Rupley, W. H., Willson, V. L., Kim, Y., Mergen, S., & Young, C. A. (2006). What Affects Instructional Change? Profiles of K-2 Teachers Use of Reading Instructional Strategies and Methods. Journal of Literacy Research, 37, 413-436.
41. Rupley, W. H. (2005). Reading Fluency: Introduction. Reading Psychology: An International Journal, 26: 103-105.
42. Nichols, W.D., & Rupley, W.H. (2005). Vocabulary instruction aimed at the struggling learner. Reading and Writing Quarterly.
43. Nichols, W.D., Rupley, W.H., Rickelman, R.J., & Algozzine, B. (2004). Examining phonemic awareness and concepts of print patterns of kindergarten students. Reading Research and Instruction, 43, 56-81.
44. Rupley, W.H. (2003). Reading psychology: An international quarterly. In B. Guzzetti (Ed.), Literacy in America: An Encyclopedia. Santa Barbara, CA: ABC-CLIO Publishing.
45. Rupley, W.H., Logan, J. & Nichols, W.D. (2003). Vocabulary instruction in a balanced reading program. Balanced Reading Instruction, 9, 89-104.
46. Rupley, W.H., Logan, J.W., & Nichols, W.D. (2002). Vocabulary instruction in a balanced reading program. The Netherlands: WorldCom Marcopolo.
47. Heilman, A.J., Blair, T.R., & Rupley, W. H. (2001). Principles and practices of teaching reading. Principals and Practices of Teaching Reading. (10th ed.). Columbus, OH: merrill.
48. Rodriguez, M. S., Mergen, S. L., Rupley, W. H., & Willson, V. L. (2000). Developing Spanish close translations of the CBLA-R: Implications for using translations to assess LEP childrens reading. Journal of Research and Development in Education, 33, 65-73.
49. Rupley, W. H., Rodriguez, M., Mergen, S., Willson, V. L., & Nichols, W. D. (2000). Effects of structural features on word recognition development of hispanic and non-hispanic second graders. Reading and Writing: An Interdisciplinary Journal. 13 (3/4): 337-347.
50. *Rupley, W. H., Rodriguez, M., Mergen, S., Willson, V. L., & Nichols, W. D. (2000 ). Effects of structural features on word recognition development of hispanic and non-hispanic second graders. Reading and Writing: An Interdisciplinary Journal. 13 (3/4): 337-347.
51. *Willson, V. L., Rupley, W. H., Rodriguez, M., & Mergen, S. (1999). The relationships among orthographic components of word identification and spelling for grades 1-6. Reading Research and Instruction, 89-102.
52. Rupley, W. H., Willson, V. L., Mergen, S. L., Rodriguez, M., Nichols, W. D., & Logan, J. W. (1999).Teachers' use of informal assessment and students' reading performance. In T. Shanahan & F. V. Rodriguez-Brown (Eds.), 48th Yearbook of the National Reading.
53. Rupley, W. H., Willson, V. L., & Nichols, W. D. (1998). Exploration of the developmental components contributing to elementary childrens reading comprehension. Scientific Studies of Reading, 2, 143-158.
54. Nichols, W. D., Rupley, W. H., Kiser, K., & Shou, S. (In press). How can vocabulary instruction be made an integral part of learning in middle and high school classroom? In Essential Questions in Adolescent Literacy: Teachers and Researchers Describe What Works in Classrooms.
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