Josepha Witt

Developmental and Educational Psychology · 2001–2007

A researcher in the Science corpus: 12 papers; trusts 16 researchers and is trusted by 15 researchers here, as inferred from the citation graph.

Subfields

• Developmental and Educational Psychology — 54 citations into it; #1,569 of 8,223 by trust here, #769 by citations
• Statistics and Probability — 34 citations into it; #11,134 of 12,932 by trust here, #4,964 by citations
• Education — 21 citations into it; #6,277 of 11,309 by trust here, #4,832 by citations
• Clinical Psychology — 12 citations into it; #3,348 of 8,024 by trust here, #3,928 by citations

Whom Josepha Witt trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

1. A. Vanderheyden
2. Richard D. Gonzalez
3. G. Noell
4. J. Torgesen
5. Lynn S. Fuchs
6. M. Donovan
7. S. Vaughn
8. L. Case
9. M. Shinn
10. D. Speece

Who trusts Josepha Witt overall

1. A. Vanderheyden
2. S. Ardoin
3. Diane Myers
4. John C. Begeny
5. Brandi Simonsen
6. Melissa Stormont
7. W. Reinke
8. Lynn S. Fuchs
9. M. Burns
10. Randy G. Floyd

Papers from Josepha Witt's perspective

Ordered by how strongly the researchers Josepha Witt trusts endorse each paper. Same corpus, a different order for every researcher.

1. Intensive Remedial Instruction for Children with Severe Reading Disabilities (Journal of Learning Disabilities)
2. Applied Multivariate Statistics for the Social Sciences
3. The Validity of a Response-to-Instruction Paradigm to Identify Reading Disabilities: A Longitudinal Analysis of Individual Differences and Contextual Factors
4. Assessing Intervention Responsiveness: Conceptual and Technical Issues
5. An Objective Review of the Effectiveness and Essential Characteristics of Performance Feedback in Organizational Settings (1985-1998)
6. Response to Instruction as a Means of Identifying Students with Reading/Learning Disabilities
7. Problem–Solving Model for Decision Making with High–Incidence Disabilities: The Minneapolis Experience
8. Comparison of dual discrepancy criteria to assess response to intervention
9. The Underlying Message in LD Intervention Research: Findings from Research Syntheses
10. Using Brief Assessments to Identify Effective Interventions for Individual Students

Their papers

• Application of a Three-Tiered Response To Intervention Model for Instructional Planning, Decision Making, and the Identification of Children in Need of Services (2005) — 184 citations
• Examining the Incremental Benefits of Administering a Maze and Three Versus One Curriculum-Based Measurement Reading Probes When Conducting Universal Screening (2004) — 111 citations
• A Multi-Year Evaluation of the Effects of a Response to Intervention (RTI) Model on Identification of Children for Special Education. (2007) — 405 citations
• Varying Intervention Delivery in Response to Intervention: Confronting and Resolving Challenges With Measurement, Instruction, and Intensity (2007) — 171 citations
• Supporting teacher use of interventions: effects of response dependent performance feedback on teacher implementation of a math intervention (2007) — 90 citations
• The Emergence and Possible Futures of Response To Intervention (2005) — 104 citations
• Accuracy of Readability Estimates' Predictions of CBM Performance. (2005) — 88 citations
• Treatment Implementation Following Behavioral Consultation in Schools: A Comparison of Three Follow-up Strategies (2005) — 519 citations
• Identifying Academic Skill and Performance Deficits: The Experimental Analysis of Brief Assessments of Academic Skills (2004) — 111 citations
• Development and Validation of a Process for Screening Referrals to Special Education (2003) — 108 citations
• The Reliability and Validity of Curriculum-based Measurement Readiness Probes for Kindergarten Students (2001) — 92 citations
• Using Brief Assessments to Identify Effective Interventions for Individual Students (2001) — 92 citations