{"id":23,"date":"2013-01-27T11:46:05","date_gmt":"2013-01-27T15:46:05","guid":{"rendered":"http:\/\/blogs.shu.edu\/row-lab\/?page_id=23"},"modified":"2024-10-18T23:01:07","modified_gmt":"2024-10-19T03:01:07","slug":"publications","status":"publish","type":"page","link":"https:\/\/blogs.shu.edu\/row-lab\/publications\/","title":{"rendered":"Publications"},"content":{"rendered":"

Cardon, T., Griffith, A., Koutsoftas, A.D., Jansz Rieken, C., & Eaton, A. (2024). What is working for practitioners: A mixed method analysis using the collaborative practice assessment tool. Seminars in Speech and Language, 45<\/em>(3) 213-227.<\/a><\/p>\n

Koutsoftas, A.D. & Hoover, K. (2024). Implementing strategy-based instruction for struggling writers via telepractice: A clinical tutorial. Topics in Language Disorders, 44<\/em>(2), 131-147.<\/a><\/p>\n

Koutsoftas, A.D., Maffucci, D., & Dayalu, V. (2024). Three-year program evaluation of a university-public school collaborative partnership. Language, Speech, & Hearing Services in Schools, 55<\/em>(1) 18-33.<\/em><\/a><\/p>\n

Marble-Flint, K. & Koutsoftas, A.D. (2023). A feasibility study in virtual assessment procedures of a sentence-writing probe for use with intermediate-grade students. Topics in Language Disorders, 43<\/em>(4), 349-366.<\/em><\/a><\/p>\n

Koutsoftas, A.D. & Nicotera, D. (2023). How do intermediate grade students with and without language-based learning disabilities use noun phrases in narrative writing? American Journal of Speech Language Pathology, 32<\/em>(4), 1620-1632. <\/a><\/p>\n

Koutsoftas, A.D. & Srivastava, P. (2020). Oral language contributions to reading and writing in students with and without language learning disabilities. Exceptionality, 28<\/em>(5), 380-392.<\/a>
\n<\/em><\/p>\n

Koutsoftas, A.D., Srivastava, P., & Harris, S. (2020). Spelling as part of the writing process in intermediate grade students. Topics in Language Disorders, 40<\/em>(4), 375-388.<\/a><\/p>\n

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<\/em>, 3<\/em>(16), 95-109.<\/a><\/p>\n

Koutsoftas, A.D. (2018). Writing process products of fourth and sixth grade children: A descriptive study. The Elementary School Journal, 118<\/em>(4), 632-653.<\/a><\/p>\n

Koutsoftas, A.D. & Petersen, V. (2017). Written cohesion in children with and without language learning disabilities. International Journal of Language and Communication Disorders, 52<\/em>(5) 612-625.<\/a><\/p>\n

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<\/em>, 20-33.<\/a><\/p>\n

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<\/em>, 1471-1483. doi:10.1044\/2016_JSLHR-L-15-0133<\/a><\/p>\n

Koutsoftas, A.D., Dubasik, V.L., & DiDonato, A.M. (2017). Preschool teachers\u2019 teachers\u2019 endorsement of instructional practices: An interprofessional exploration. Educational Research, 59<\/em>(1), 36-53.<\/a><\/p>\n

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<\/em>(6), 941-966.<\/a><\/p>\n

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<\/em>(4), 395-409.<\/a><\/p>\n

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<\/em>(2), 116-130.<\/a><\/p>\n

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Cardon, T., Griffith, A., Koutsoftas, A.D., Jansz Rieken, C., & Eaton, A. (2024). What is working for practitioners: A mixed method analysis using the collaborative practice assessment tool. Seminars in Speech and Language, 45(3) 213-227. Koutsoftas, A.D. & Hoover, K. (2024). Implementing strategy-based instruction for struggling writers via telepractice: A clinical tutorial. Topics in Language … Continue reading “Publications”<\/span><\/a><\/p>\n","protected":false},"author":164,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"jetpack_post_was_ever_published":false,"footnotes":""},"class_list":["post-23","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/PauLWY-n","_links":{"self":[{"href":"https:\/\/blogs.shu.edu\/row-lab\/wp-json\/wp\/v2\/pages\/23","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.shu.edu\/row-lab\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.shu.edu\/row-lab\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.shu.edu\/row-lab\/wp-json\/wp\/v2\/users\/164"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.shu.edu\/row-lab\/wp-json\/wp\/v2\/comments?post=23"}],"version-history":[{"count":7,"href":"https:\/\/blogs.shu.edu\/row-lab\/wp-json\/wp\/v2\/pages\/23\/revisions"}],"predecessor-version":[{"id":1409,"href":"https:\/\/blogs.shu.edu\/row-lab\/wp-json\/wp\/v2\/pages\/23\/revisions\/1409"}],"wp:attachment":[{"href":"https:\/\/blogs.shu.edu\/row-lab\/wp-json\/wp\/v2\/media?parent=23"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}