Tighe, E. L., Arrastia, M. C., & Pringle, N. (in press). In college, but not always earning college credit. Evidence-based instructional strategies for success during – and beyond – developmental courses. American Educator.
Talwar, A., Greenberg, D., Tighe, E. L., & Li, H. (in press). Unpacking the Simple Viewof Reading for struggling adult readers. Journal of Learning Disabilities.
Feinberg, I., Hendry, T., Tighe, E. L., Ogrodnick, M. M., & Czarnonycz, C. (in press). Teach-Back training for nursing students: Knowledge and beliefs after training for health literate communication. Nursing Education Perspectives.
2020
Feinberg, I., Moradi, A., Ogrodnick, M. M., Tighe, E. L., & Reed, T. (2020). Health literate communication: Teach-back training for first-year medical students. Medical Research Archives, 8(5), 1-10.
Ogrodnick, M. M., Feinberg, I., Tighe, E. L., Czarnonycz, C., & Zimmerman, C. (2020). Health literacy training for first-year respiratory therapy students: A mixed-methods pilot study. Respiratory Care Journal, 65(1), 68-74.
2019
Tighe, E. L., Reed, D. K., Branum-Martin, L., & Nwosu, N. A. O. (2019). Examining correlates of PIAAC Literacy and Passage Comprehension performance among the U.S. adult prison population. Journal of Correctional Education, 70(3), 2-42.
Feinberg, I., Tighe, E. L., Talwar, A., & Greenberg, D. (2019). Writing behaviors relation to literacy and problem solving in technology-rich environments: Results from the 2012 and 2014 PIAAC study. American Institutes of Research.
Feinberg, I., Greenberg, D., Tighe, E. L., & Ogrodnick, M. M. (2019). Health insurance literacy and low wage earners: Why reading matters. Adult Literacy Education Journal, 1(2), 4-18.
Tighe, E. L., & Fernandes, M. A. (2019). Unraveling the complexity of the relations of metalinguistic skills to decoding with struggling adult readers: Shared, independent, and interactive effects. Applied Psycholinguistics, 40(3), 765-793.
Tighe, E. L., Little, C. W., Arrastia, M. C., Schatschneider, C., Diehm, E., Quinn, J. M., & Edwards, A. A. (2019). Assessing the direct and indirect effects of metalinguistic awareness to the reading comprehension skills of struggling adult readers. Reading and Writing: An Interdisciplinary Journal, 32(3), 787-818.
2018
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.
2017
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.
2016
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.
2015
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.
2014
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.
2013
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). Readingexpressively and understanding thoroughly: An examination of prosody in adults with low literacy. Reading and Writing: An Interdisciplinary Journal, 26(5), 665-680.
Talwar, A., Greenberg, D., Tighe, E. L., & Li, H. (in press). Unpacking the Simple Viewof Reading for struggling adult readers. Journal of Learning Disabilities.
Feinberg, I., Hendry, T., Tighe, E. L., Ogrodnick, M. M., & Czarnonycz, C. (in press). Teach-Back training for nursing students: Knowledge and beliefs after training for health literate communication. Nursing Education Perspectives.
2020
Feinberg, I., Moradi, A., Ogrodnick, M. M., Tighe, E. L., & Reed, T. (2020). Health literate communication: Teach-back training for first-year medical students. Medical Research Archives, 8(5), 1-10.
Ogrodnick, M. M., Feinberg, I., Tighe, E. L., Czarnonycz, C., & Zimmerman, C. (2020). Health literacy training for first-year respiratory therapy students: A mixed-methods pilot study. Respiratory Care Journal, 65(1), 68-74.
2019
Tighe, E. L., Reed, D. K., Branum-Martin, L., & Nwosu, N. A. O. (2019). Examining correlates of PIAAC Literacy and Passage Comprehension performance among the U.S. adult prison population. Journal of Correctional Education, 70(3), 2-42.
Feinberg, I., Tighe, E. L., Talwar, A., & Greenberg, D. (2019). Writing behaviors relation to literacy and problem solving in technology-rich environments: Results from the 2012 and 2014 PIAAC study. American Institutes of Research.
Feinberg, I., Greenberg, D., Tighe, E. L., & Ogrodnick, M. M. (2019). Health insurance literacy and low wage earners: Why reading matters. Adult Literacy Education Journal, 1(2), 4-18.
Tighe, E. L., & Fernandes, M. A. (2019). Unraveling the complexity of the relations of metalinguistic skills to decoding with struggling adult readers: Shared, independent, and interactive effects. Applied Psycholinguistics, 40(3), 765-793.
Tighe, E. L., Little, C. W., Arrastia, M. C., Schatschneider, C., Diehm, E., Quinn, J. M., & Edwards, A. A. (2019). Assessing the direct and indirect effects of metalinguistic awareness to the reading comprehension skills of struggling adult readers. Reading and Writing: An Interdisciplinary Journal, 32(3), 787-818.
2018
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.
2017
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.
2016
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.
2015
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.
2014
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.
2013
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). Readingexpressively and understanding thoroughly: An examination of prosody in adults with low literacy. Reading and Writing: An Interdisciplinary Journal, 26(5), 665-680.