Koutsoftas, A.D. & Srivastava, P. (2020). Oral language contributions to reading and writing in students with and without language learning disabilities. Exceptionality, 28(5), 380-392.
Koutsoftas, A.D., Srivastava, P., & Harris, S. (2020). Spelling as part of the writing process in intermediate grade students. Topics in Language Disorders, 40(4), 375-388.
Koutsoftas, A.D., Maffucci, D., & Dayalu, V. (2018). Evaluation of a program to increase classroom-based speech and language intervention in an elementary school. Perspectives of the ASHA Special Interest Groups, 3(16), 95-109.
Koutsoftas, A.D. (2018). Writing process products of fourth and sixth grade children: A descriptive study. The Elementary School Journal, 118(4), 632-653.
Koutsoftas, A.D. & Petersen, V. (2017). Written cohesion in children with and without language learning disabilities. International Journal of Language and Communication Disorders, 52(5) 612-625.
Koutsoftas, A.D. (2017). Writing in two children with autism: A case study for assessment and goal development. Perspectives in School-Based Issues (SIG 16), 2, 20-33.
Koutsoftas, A.D. (2016). Writing process products in intermediate-grade children with and without language-based learning disabilities. Journal of Speech, Language, and Hearing Research, 59, 1471-1483. doi:10.1044/2016_JSLHR-L-15-0133
Koutsoftas, A.D., Dubasik, V.L., & DiDonato, A.M. (2017). Preschool teachers’ teachers’ endorsement of instructional practices: An interprofessional exploration. Educational Research, 59(1), 36-53.
Koutsoftas, A.D. & Gray, S. (2013). A structural equation model of the writing process in typically developing sixth grade children. Reading and Writing: An Interdisciplinary Journal, 26(6), 941-966.
Koutsoftas, A.D., & Gray, S. (2012). Comparison of narrative and expository writing students with and without language-learning disabilities. Language, Speech, and Hearing Services in Schools, 43(4), 395-409.
Koutsoftas, A.D., Towle-Harmon, M., & Gray, S. (2009). The effect of tier 2 intervention for phonemic awareness in a response-to-intervention model in low-income preschool classrooms. Language, Speech, and Hearing Services in Schools, 40(2), 116-130.