| The importance of morphological awareness in bilingual language and literacy skills: Clinical implications for speech-language pathologists K Fumero, S Tibi Language, Speech, and Hearing Services in Schools 51 (3), 572-588, 2020 | 23 | 2020 |
| Verb errors in 5th-grade English learners’ written responses: Relation to writing quality K Fumero, C Wood Languages 6 (2), 71, 2021 | 8 | 2021 |
| Challenges in service provision to children and families from linguistically diverse backgrounds K Fumero, M Torres-Chavarro, C Wood Seminars in speech and language 42 (05), 395-418, 2021 | 4 | 2021 |
| Universal design principles for multimodal representation in literacy activities for preschoolers E Fundelius, T Wade, A Robbins, S Wang, MA McConomy, K Fumero Inclusive Practices 2 (1), 13-21, 2023 | 3 | 2023 |
| Grammatical verb errors: differences between English learners with and without diagnosed language-based learning disabilities K Fumero, C Wood Language, Speech, and Hearing Services in Schools 53 (1), 122-132, 2022 | 3 | 2022 |
| Morphological Knowledge and Self-Efficacy of SLPs and Educators K Fumero, C Wood Communication Disorders Quarterly 45 (1), 53-63, 2023 | 1 | 2023 |
| “Go,”“Going,”“Goed”: Relation Between Verb Tense Errors and Reading Comprehension Skills in English Learners K Hines, C Wood, K Fumero Communication Disorders Quarterly 45 (4), 244-252, 2024 | | 2024 |
| Supportive language strategies for preschool dual language learners: Associations with early language outcomes K Fumero, C Wood, B Phillips Early Childhood Research Quarterly 67, 101-110, 2024 | | 2024 |
