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Spencer, M., Fuchs, L. S., Geary, D. C., & Fuchs, D. (2022). Connections between mathematics and reading development: Numerical cognition mediates relations between foundational competencies and later academic outcomes. Journal of Educational Psychology, 114(2), 273-288.
Pickren, S. E., Stacy, M., Del Tufo, S. N., Spencer, M., & Cutting, L. E. (2022). The contribution of text characteristics to reading comprehension: Investigating the influence of text emotionality. Reading Research Quarterly, 57(2), 649-667.
Wagner, R. K., Beal, B., Zirps, F. A., & Spencer, M. (2021). A model-based meta-analytic examination of specific reading comprehension deficit: How prevalent is it and does the Simple View of Reading account for it? Annals of Dyslexia, 71, 260-281.
Spencer, M., & Cutting, L. E. (2021). Relations among executive function, decoding, and reading comprehension: An investigation of sex differences. Discourse Processes, 58(1), 42-59.
Spencer, M., Fuchs, L. S., & Fuchs, D. (2020). Language-related longitudinal predictors of arithmetic word problem solving: A structural equation modeling approach. Contemporary Educational Psychology, 60, 101825.
Spencer, M., Richmond, M. C., & Cutting, L. E. (2020). Considering the role of executive function in reading comprehension: A structural equation modeling approach. Scientific Studies of Reading, 24(3), 179-199.
Spencer, M., Cho, S. J., & Cutting, L. E. (2019). Item response theory analyses of the Delis-Kaplan Executive Function System card sorting subtest. Child Neuropsychology, 25(2), 198-216.
Spencer, M., Gilmour, A. F., Miller, A. C., Emerson, A. M., Saha, N. M., & Cutting, L. E. (2019). Understanding the influence of text complexity and question type on reading outcomes. Reading and Writing, 32(3), 603-637.
Spencer, M., Wagner, R. K., & Petscher, Y. (2019). The reading comprehension and vocabulary knowledge of children with poor reading comprehension despite adequate decoding: Evidence from a regression-based matching approach. Journal of Educational Psychology, 111(1), 1-14.
Spencer, M., & Wagner, R. K. (2018). The comprehension problems of children with poor reading comprehension despite adequate decoding: A meta-analysis. Review of Educational Research, 88(3), 366-400.
Spencer, M., & Wagner, R. K. (2017). The comprehension problems for second-language learners with poor reading comprehension despite adequate decoding: A meta-analysis. Journal of Research in Reading: Special Issue, 40(2), 199-217.
Connor, C. M., Crowe, E. C., Dombrek, J., Spencer, M., Tighe, E. L., Coffinger, S., Zargar, E., Wood, T. & Petscher, Y. (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.
Tighe, E. L., Spencer, M., & Schatschneider, C. (2015). Investigating predictors of listening comprehension in third, seventh, and tenth grade students: A dominance analysis approach. Reading Psychology, 36(8), 700-740.
Spencer, M., Muse, A., Wagner, R. K., Foorman, C., Petscher, Y., Schatschneider, C., Tighe, E. L., & Bishop, D. (2015). Examining the underlying dimensions of morphological awareness and vocabulary knowledge. Reading and Writing, 28, 959-988.
Spencer, M., Kaschak, M. P., Jones, J. L., & Lonigan, C. J. (2015). Statistical learning is related to early-literacy related skills. Reading and Writing, 28(4), 467-490.
Wagner, R. K., Herrera, S., Spencer, M., & Quinn, J. M. (2015). Reconsidering the simple view of reading in an intriguing case of equivalent models: Commentary on Tunmer and Chapman (2012). Journal of Learning Disabilities, 48(2), 115-119.
Connor, C. M., Spencer, M., Day. S. L., Giuliani, S., Ingebrand, S., 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.
Spencer, M., Quinn, J. M., & Wagner, R. K. (2014). Specific reading comprehension disability: Major problem, myth, or misnomer? Learning Disabilities Research and Practice, 29(1), 3-9.
Spencer, M., Wagner, R. K., Schatschneider, C., Quinn, J. M., Lopez, D., & Petscher, Y. (2014). Incorporating RTI in a hybrid model of reading disability. Learning Disability Quarterly, 37(3), 161-171.
