Content

Publications

Peer-reviewed

Biel, C., Conner, C., Abry, T., Williams, B. S., Tyree, L., Blackwell-Bullock, R., & Solari, E. J. (2022) How does the science of reading inform early literacy screening? Virginia State Literacy Association.

Conner, C., Jones, F.J., Delzell, L., Walte, S., & Allor, J. (2021). What teachers know about teaching reading to students with developmental disabilities: A survey of special educators. Journal of Policy and Practice in Developmental Disabilities. JPIDD manuscript

Conner, C., Baker, D., & Allor, J. (2020). Multiple language exposure for children with autism spectrum disorder from culturally and linguistically diverse communities. Bilingual Research Journal, 43, BRJ manuscript

Allor, J., Yovanoff, P., Al Otaiba, S., Ortiz, M., & Conner, C. (2020). Evidence for a literacy intervention for students with intellectual and developmental disabilities. Education and Training in Autism and Developmental Disabilities, 55, 290-302 ETADD manuscript

Al Otaiba, S., Allor, J. H., Baker, K., Conner, C., Stewart, J., & Mellado De La Cruz, V. (2019). Teaching phonemic awareness and word reading skills: Focusing on explicit and systematic approaches. Perspectives on Language and Literacy, 45, 11-16. Perspectives manuscript

Other

Research Brief: PALS Statewide Report 2021-2022

Examining the impact of COVID-19 on identification of at-risk students: Spring 2021 literacy screening findings: PALS_Spring2021_Impact_COVID-19.pdf

Book Chapter:

Allor, J. H., Kearns, D., Ortiz, M., & Conner, C. (invited book chapter; in press). An examination of the text characteristics of an early reading book series: Providing intensive practice with connected text. In M. Tankersley, B. G. Cook, & T. J. Landrum (Eds.), Advances in Learning and Behavioral Disabilities (Vol. 31), Bingley, UK: Emerald.

Conference Proceeding:

Conner, C., & Al Otaiba, S. (2019). Recommendations for providing linguistic support to culturally and linguistically diverse children with autism spectrum disorder. 8th Annual International Conference on Language, Literature, and Linguistics. (Singapore, June 2019), Copyright GSTF © 2019. ISSN 2251-3566. doi: 10.5176/2251-3566_L319.398

Practice Guide:

Intensive Intervention Practice Guide: Using Visual Activity Schedules to Intensify Academic Interventions in Young Children with Autism Spectrum Disorder

Written by Carlin Conner, Maria L. Hugh, and Jennifer Stewart, available at http://nclii.org/intensive-intervention-practice-guides/

Presentations

• Reading and language comprehension instruction for diverse learners.

Oral presentation for the Council for Exceptional Children Convention (2021). Presented by Carlin Conner, Cassidi Richmond, Isabel Vargas, Alyssa Henry, and Emily Solari

• Supporting the reading and language development of English learners.

Webinar for the Division for Learning Disabilities: DLD at Night series (2021). Presented by Carlin Conner, Emily Solari, Isabel Vargas, and Karen Kehoe

• Comprehensive reading interventions for students with ASD and cognitive disabilities: Focus on reading comprehension.

Poster presented at the Council for Exceptional Children Convention (2021). Created by Carlin Conner, Jill Allor, and Stephanie Al Otaiba

• Using read-alouds to improve comprehension of children with ASD, IS, or SLI.

Invited webinar to educators and practitioners as a part of The Reading League’s Live Events (2021). Presented by Carlin Conner, Alyssa Henry, and Emily Solari

• Interrater reliability conditional on literacy behavior.

Poster presented February, 2020, at the Annual Pacific Coast Research Conference in San Diego, California. Created by Carlin Conner and Paul Yovanoff

• Exploring school-implemented RTI: Findings from a national study.

Poster presented February, 2020 at the Annual Conference for the Council for Exceptional Children, Portland, Oregon. Created by Carlin Conner, Stephanie Al Otaiba, Jennifer Stewart, Kristi Baker, and Jill Allor

• Using Qualitative Methods to Analyze the Function of Social Media in Communicating Current Education Policy

Presented July, 2019 at the 29th annual meeting for the Society of Text & Discourse in New York, New York. Created by Carlin Conner, Kristi Baker, Eva Chiang, Jennifer Stewart, & Sumei Wu

• Improving the “Text-Diet” for Early and Struggling Readers by Selecting and Adapting Text

Presented July, 2019 at the 29th annual meeting for the Society of Text & Discourse in New York, New York. Created by Carlin Conner, Dr. Devin Kearns, Dr. Jill Allor, & Dr. Stephanie Al Otaiba

• Recommendations for Providing Linguistic Support to Culturally and Linguistically Diverse Children with Autism Spectrum Disorder (poster)

Presented at the 2019 Child Language Symposium in Sheffield, UK. Created by Carlin Conner and Dr. Stephanie Al Otaiba.

• Recommendations for Providing Linguistic Support to Culturally and Linguistically Diverse Children with Autism Spectrum Disorder (powerpoint)

Presented June, 2019 at the 8th Annual International Conference for Language, Literature, and Linguistics in Singapore by Carlin Conner

• Morphological Instruction in Programs Used in Schools: A (Mostly) Comprehensive Survey

Presented in April, 2019 at the AERA annual meeting in Toronto, Canada by Carlin Conner, Jennifer Stewart, Victoria Whaley, Britta Cook Bresina, & Dr. Devin M. Kearns

• Using Visual Activity Schedules to Intensity Academic Interventions in Young Children with Autism Spectrum Disorder

Presented in February, 2019 at the CEC convention in Indianapolis, IN by Carlin Conner, Maria L. Hugh, & Jennifer Stewart

• What do teachers know and need to know about teaching reading to students with developmental disabilities: Results of a nationwide survey

Presented in February, 2019 at the CEC convention in Indianapolis, IN by Carlin Conner, Dr. Francesca G Jones, Dr. Samantha Walte, Dr. Lynn Ahlgrim-Delzell, & Dr. Jill Allor

• Issues in Calculating Interrater Reliability in the Presence of High Agreement: The Systematic Observation of Literature Engagement

Presented at SMU Research Day, 2019 by Carlin Conner

• Case Study of a Child with ASD Responding to a Researcher Designed, Text-Centered Literacy Intervention

Presented at SMU Research Day, 2018, by Carlin Conner, Winning Presentation

Additional research:

Friends on the Block

Visit the Research & Resources page at the Friends on the Block website to find presentations and accompanying handouts from presentations regarding the reading intervention, many of which I assisted with creating or presenting.