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Smith, J.L. 4Smith, J.L. (2006). Essential DIBELS Training. Dynamic Measurement Group, Lansing,Michigan.Smith, J.L., Katz, R, Clarke, B., & Whelan, A. (2006). Introduction to DIBELS. OregonDepartment of Education, State Improvement Grant, Eugene, Oregon.Smith, J.L., Katz, R, & Clarke, B. (2006). Schoolwide Beginning Reading Model. OregonDepartment of Education, State Improvement Grant, Eugene, Oregon.Smith, J.L., Katz, R, & Clarke, B. (2006). Reviewing Outcomes in A Schoolwide BeginningReading Model. Oregon Department of Education, State Improvement Grant, Eugene,Oregon.Harn, B., Chard, D., MacConnell, K., & Smith, J. (2005). Project CIRCUITS YEAR 3: Focus andFeatures of a Secondary Intervention with Second Grade Students At-Risk for ReadingDifficulties. Paper presented at the Oregon Conference, Eugene, Oregon.Smith, J. L., Clarke, B., & Doabler, C. (2005). Linking General Educational and SpecialEducation. In-service for the Special Education teachers, Springfield Public Schools,Springfield, Oregon.Mercier, J.L. (2004). Steps to Improving Reading Outcomes for Spanish-Speaking Students: TheFIA as a measure of Spanish Phonological Awareness. <strong>Center</strong> on Diversity andCommunity Annual Graduate Student Research Colloquium, University of Oregon,Eugene, Oregon.Clarke, B. & Smith, J.L. (2004). Linking General Educational and Special Education. In-serviceto the School Psychologist and Special Programs Administration, Springfield PublicSchools, Springfield, Oregon.Smith, J. L. & Chaparro, E. (2004). Using DIBELS to Inform Instruction, Tumwater SchoolDistrict, Olympia, Washington.Orton, K. & Mercier, J.L. (2004). Using DIBELS to Inform Instruction. Tumwater SchoolDistrict, Olympia, Washington.Chaparro, E. and Mercier, J.L. (2004). Using DIBELS to Inform Instruction. Portland, Oregon.Mercier, J. L., Chaparro, E., & Sanford, A. (2003). Using DIBELS and IDEL in EducationalDecision Making. Region 19 Educational Service District. El Paso, Texas.Mercier, J. L., Chaparro, E., Sanford, A., Fierro, A., & Franco, M. (2003). Using DIBELS andIDEL to Plan and Evaluate Instructional Support in Kindergarten. Canutillo IndependentSchool District, Canutillo, Texas.Mercier, J. L., Chaparro, E., Fierro, A., & Franco, M. (2003). Using DIBELS and IDEL to Planand Evaluate Instructional Support for Grades 1-3. Canutillo Independent SchoolDistrict, Canutillo, Texas.
Smith, J.L. 5Mercier, J., Hill, D., VanLoo, D., Katz, R., & Good, R.H. (2002). Charting a Course to Reading:Using DIBELS Web as Your Compass. Paper presented at the Oregon Conference,Eugene, Oregon.PROFESSIONAL WRITINGRefereed PublicationsFien, H., Park, Y., Baker, S.K., Smith, J.L., & Kame’enui, E.J. (in press). An examination of therelation of Nonsense Word Fluency initial skill status and growth to reading outcomes forbeginning readers.Fien, H., Smith, J., Baker, S.K., Chaparro, E., Peciado, J., & Baker, D. (in press). IncludingEnglish Learners in a Multi-Tiered Approach to Early Reading Instruction andIntervention.Smith, J. L. M., Fien, H., & Paine, S. C. (2009). When mobility disrupts learning In M. Scherer(Ed.), Supporting the whole child: Reflections on best practices in learning, teaching, andleadership ( pp. 107-117). Retrievedfrom http://shop.ascd.org/productdisplay.cfm?categoryid=downloads&productid=110058E4Baker, S. Smolkowski, K., Smith, J., Fien, H, Kame’enui, E. & Thomas Beck, C. (UnderReview) The Impact of Oregon Reading First on Student Reading OutcomesSmith, J., Fien, H., Crone, D., Baker, S., & Kame’enui, E. (Under Review). Increasing SchoolCompletion by Reaching and Teaching All Students.Doabler, C., Nelson, N.., Smith, J., Burns, D., Fien, H. (Under Review). Evaluating theInstructional Design Features of Core Mathematics Programs: Identifying a CurriculumThat Supports the Majority of Learners.Smith, J. L. M., Fien, H., Basaraba, D., & Travers, P. (2009). Planning, evaluating, andimproving tiers of support in beginning reading. Teaching Exceptional Children, 41, 16-22.Fien, H., Baker, S. K., Smolkowski, K., Smith, J. M., Kame'enui, E. J., & Thomas Beck, C.(2008). Using nonsense word fluency to predict reading proficiency in K-2 for Englishlearners and native English speakers. School Psychology Review, 37(3), 391-408.Smith, J.L., Fien, H., & Paine, S.C. (2008) Student Mobility and Reading Success. EducationalLeadership, 65(7), 59-63.Non-refereed PublicationsSmith, J. L. M., Baker, D. L., & Santoro, L. (2009). Early intervention in bilingual education:Teaching phonological awareness in Spanish. NABE News, January/February, 5-14, 27-28.
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