2018 & Prior Publications
Feinberg, I., Tighe, E. L., Greenberg, D., & Mavreles, M. (2018). Health literacy and
adults with low basic skills. Adult Education Quarterly, 68(4), 297-315.
Talwar, A., Tighe, E. L., & Greenberg, D. (2018). Augmenting the Simple View of
Reading for struggling adult readers: A unique role for background knowledge. Scientific Studies of Reading, 22(5), 351-366.
Connor, C. M., Mazzocco, M. M. M., Kurz, T., Crowe, E. C., Tighe, E. L., Wood, T. S.,
& Morrison, F. J. (2018). Using assessment to individualize early mathematics instruction. Journal of School Psychology, 66, 97-113.
Wood, S. G., Moxley, J. H., Tighe, E. L., & Wagner, R. K. (2018). Does use of text-to-
speech and related read aloud tools improve reading comprehension for students with reading disabilities? A meta-analysis. Journal of Learning Disabilities, 51(1), 73-84.
Connor, C. M., Dombek, J., Crowe, E. C., 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.
Barnes, A. E., Kim, Y. -S., Tighe, E. L., & Vorstius, C. (2017). Readers in adult basic education: Component skills, eye movements, and fluency. Journal of Learning Disabilities, 50(2), 180-194.
Tighe, E. L., & Schatschneider, C. (2016). Examining the relationships of component
reading skills to reading comprehension in struggling adult readers: A meta-analysis. Journal of Learning Disabilities, 49(4), 395-409.
Tighe, E. L., & Schatschneider, C. (2016). A quantile regression approach to
understanding the relations between morphological awareness, vocabulary, and reading comprehension in Adult Basic Education students. Journal of Learning Disabilities, 49(4), 424-436.
To, N. L., Tighe, E. L., & Binder, K. S. (2016). Investigating morphological awareness
and the processing of transparent and opaque words in adults with low literacy skills and in skilled readers. Journal of Research in Reading. 39(2), 171-188.
Stevenson, N. A., Reed, D. K., & Tighe, E. L. (2016). Examining potential bias in
screening measures for middle school students by special education and low socioeconomic status subgroups. Psychology in the Schools, 53(5), 533-547.
Tighe, E. L., & Schatschneider, C. (2016). Modeling the relations among morphological
awareness dimensions, vocabulary knowledge, and reading comprehension in Adult Basic Education students. Frontiers in Psychology: Language Sciences.
Schatschneider, C., Wagner, R. K., Hart, S. A., & Tighe, E. L. (2016). Using simulations to investigate the longitudinal stability of alternative schemes for classifying and identifying children with reading disabilities. Scientific Studies of Reading, 20(1), 34-48.
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, B., Petscher, Y., Schatschneider, C., Tighe, E. L., & Bishop, M. D. (2015). Examining the underlying dimensions of morphological awareness and vocabulary knowledge. Reading and Writing: An
Interdisciplinary Journal, 28, 959-988.
Tighe, E. L., & Schatschneider C. (2015). Exploring the dimensionality of morphological
awareness and its relations to vocabulary knowledge in Adult Basic Education students. Reading Research Quarterly, 50(3), 293-311.
Tighe, E. L., Wagner, R. K., & Schatschneider, C. (2015). Applying a multiple group
causal indicator modeling framework to the reading comprehension skills of third, seventh, and tenth grade students. Reading and Writing: An Interdisciplinary Journal, 28(4), 439-466.
Tighe, E. L., & Binder, K. S. (2015). An investigation of morphological awareness and
processing in adults with low literacy. Applied Psycholinguistics, 36(2), 245-273.
Tighe, E. L. (2014). Broadening our perspectives on adult literacy, numeracy, and problem-solving skills with PIAAC Data: A commentary on the Centre for Literacy’s 2014 Summer Institute. Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, 3(3), 63-69.
Tighe, E. L., & Schatschneider, C. (2014). A dominance analysis approach to determining predictor importance in third, seventh, and tenth grade reading comprehension skills. Reading and Writing: An Interdisciplinary Journal, 27(1), 101-127.
Tighe, E. L., Barnes, A. E., Connor, C. M., & Steadman, S. C. (2013). Defining success in Adult Basic Education settings: Multiple stakeholders, multiple perspectives. Reading Research Quarterly, 48(4), 415-435.
Binder, K. S., Tighe, E., Jiang, Y., Kaftanski K., Qi, C., & Ardoin, S. P. (2013). Reading expressively and understanding thoroughly: An examination of prosody in adults with low literacy. Reading and Writing: An Interdisciplinary Journal, 26(5), 665-680.
adults with low basic skills. Adult Education Quarterly, 68(4), 297-315.
Talwar, A., Tighe, E. L., & Greenberg, D. (2018). Augmenting the Simple View of
Reading for struggling adult readers: A unique role for background knowledge. Scientific Studies of Reading, 22(5), 351-366.
Connor, C. M., Mazzocco, M. M. M., Kurz, T., Crowe, E. C., Tighe, E. L., Wood, T. S.,
& Morrison, F. J. (2018). Using assessment to individualize early mathematics instruction. Journal of School Psychology, 66, 97-113.
Wood, S. G., Moxley, J. H., Tighe, E. L., & Wagner, R. K. (2018). Does use of text-to-
speech and related read aloud tools improve reading comprehension for students with reading disabilities? A meta-analysis. Journal of Learning Disabilities, 51(1), 73-84.
Connor, C. M., Dombek, J., Crowe, E. C., 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.
Barnes, A. E., Kim, Y. -S., Tighe, E. L., & Vorstius, C. (2017). Readers in adult basic education: Component skills, eye movements, and fluency. Journal of Learning Disabilities, 50(2), 180-194.
Tighe, E. L., & Schatschneider, C. (2016). Examining the relationships of component
reading skills to reading comprehension in struggling adult readers: A meta-analysis. Journal of Learning Disabilities, 49(4), 395-409.
Tighe, E. L., & Schatschneider, C. (2016). A quantile regression approach to
understanding the relations between morphological awareness, vocabulary, and reading comprehension in Adult Basic Education students. Journal of Learning Disabilities, 49(4), 424-436.
To, N. L., Tighe, E. L., & Binder, K. S. (2016). Investigating morphological awareness
and the processing of transparent and opaque words in adults with low literacy skills and in skilled readers. Journal of Research in Reading. 39(2), 171-188.
Stevenson, N. A., Reed, D. K., & Tighe, E. L. (2016). Examining potential bias in
screening measures for middle school students by special education and low socioeconomic status subgroups. Psychology in the Schools, 53(5), 533-547.
Tighe, E. L., & Schatschneider, C. (2016). Modeling the relations among morphological
awareness dimensions, vocabulary knowledge, and reading comprehension in Adult Basic Education students. Frontiers in Psychology: Language Sciences.
Schatschneider, C., Wagner, R. K., Hart, S. A., & Tighe, E. L. (2016). Using simulations to investigate the longitudinal stability of alternative schemes for classifying and identifying children with reading disabilities. Scientific Studies of Reading, 20(1), 34-48.
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, B., Petscher, Y., Schatschneider, C., Tighe, E. L., & Bishop, M. D. (2015). Examining the underlying dimensions of morphological awareness and vocabulary knowledge. Reading and Writing: An
Interdisciplinary Journal, 28, 959-988.
Tighe, E. L., & Schatschneider C. (2015). Exploring the dimensionality of morphological
awareness and its relations to vocabulary knowledge in Adult Basic Education students. Reading Research Quarterly, 50(3), 293-311.
Tighe, E. L., Wagner, R. K., & Schatschneider, C. (2015). Applying a multiple group
causal indicator modeling framework to the reading comprehension skills of third, seventh, and tenth grade students. Reading and Writing: An Interdisciplinary Journal, 28(4), 439-466.
Tighe, E. L., & Binder, K. S. (2015). An investigation of morphological awareness and
processing in adults with low literacy. Applied Psycholinguistics, 36(2), 245-273.
Tighe, E. L. (2014). Broadening our perspectives on adult literacy, numeracy, and problem-solving skills with PIAAC Data: A commentary on the Centre for Literacy’s 2014 Summer Institute. Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, 3(3), 63-69.
Tighe, E. L., & Schatschneider, C. (2014). A dominance analysis approach to determining predictor importance in third, seventh, and tenth grade reading comprehension skills. Reading and Writing: An Interdisciplinary Journal, 27(1), 101-127.
Tighe, E. L., Barnes, A. E., Connor, C. M., & Steadman, S. C. (2013). Defining success in Adult Basic Education settings: Multiple stakeholders, multiple perspectives. Reading Research Quarterly, 48(4), 415-435.
Binder, K. S., Tighe, E., Jiang, Y., Kaftanski K., Qi, C., & Ardoin, S. P. (2013). Reading expressively and understanding thoroughly: An examination of prosody in adults with low literacy. Reading and Writing: An Interdisciplinary Journal, 26(5), 665-680.