| What does it mean to say coaching is relational? DA Robertson, LB Padesky, E Ford-Connors, JR Paratore Journal of Literacy Research 52 (1), 55-78, 2020 | 50 | 2020 |
| Re‐envisioning instruction: Mediating complex text for older readers DA Robertson, S Dougherty, E Ford‐Connors, JR Paratore The reading teacher 67 (7), 547-559, 2014 | 44 | 2014 |
| Unpacking productive coaching interactions: identifying coaching approaches that support instructional uptake DA Robertson, E Ford-Connors, T Frahm, K Bock, JR Paratore Professional Development in Education 46 (3), 405-423, 2020 | 38 | 2020 |
| Cultivating student agency through teachers’ professional learning DA Robertson, LB Padesky, CH Brock Theory Into Practice 59 (2), 192-201, 2020 | 36 | 2020 |
| “Let's FaceTime tonight”: Using digital tools to enhance coaching CM Leighton, E Ford‐Connors, DA Robertson, J Wyatt, CJ Wagner, ... The Reading Teacher 72 (1), 39-49, 2018 | 29 | 2018 |
| What do I say next? Using the third turn to build productive instructional discussions E Ford‐Connors, DA Robertson Journal of Adolescent & Adult Literacy 61 (2), 131-139, 2017 | 26 | 2017 |
| Elementary students’ motivation to read and genre preferences ST Ives, SA Parsons, AW Parsons, DA Robertson, N Daoud, C Young, ... Reading Psychology 41 (7), 660-679, 2020 | 25 | 2020 |
| Keeping students interested: Interest‐based instruction as a tool to engage DA Robertson, CJ Padesky The Reading Teacher 73 (5), 575-586, 2020 | 22 | 2020 |
| Coaching Teachers' Talk During Vocabulary and Comprehension Instruction DA Robertson, E Ford-Connors, JR Paratore Language Arts 91 (6), 416-428, 2014 | 22 | 2014 |
| Dialogic reasoning: Supporting emergent bilingual students’ language and literacy development M Ossa Parra, CJ Wagner, CP Proctor, CM Leighton, DA Robertson, ... Teaching emergent bilingual students: Flexible approaches in an era of new …, 2016 | 20 | 2016 |
| Disciplinary literacy in a second‐grade classroom: A science inquiry unit KM Welsh, CH Brock, DA Robertson, L Thrailkill The Reading Teacher 73 (6), 723-734, 2020 | 19 | 2020 |
| Using parallel, narrative-based measures to examine the relationship between listening and reading comprehension: A pilot study DB Petersen, TD Spencer, A Konishi, TP Sellars, ME Foster, D Robertson Language, Speech, and Hearing Services in Schools 51 (4), 1097-1111, 2020 | 17 | 2020 |
| Mediating complex texts in the upper grades: Considering motivation, instructional intensity, and cognitive challenge E Ford‐Connors, S Dougherty, DA Robertson, JR Paratore Journal of adolescent & adult literacy 58 (8), 650-659, 2015 | 16 | 2015 |
| Evolving identities: Exploring leaders’ positioning in the birth of a professional literacy collaboration C Brock, D Robertson, A Borti, V Gillis Professional development in education 47 (5), 853-869, 2021 | 15 | 2021 |
| Classroom talk as (in) formative assessment E Ford-Connors, DA Robertson, JR Paratore Voices from the Middle 23 (3), 50-57, 2016 | 14 | 2016 |
| Teacher Talk: One Teacher's Reflections During Comprehension Strategies Instruction DA Robertson Reading Psychology 34 (6), 523-549, 2013 | 13 | 2013 |
| Talk that teaches: Using strategic talk to help students achieve the Common Core JR Paratore, DA Robertson Guilford Press, 2013 | 9 | 2013 |
| One District's RTI Model and IRA's Guiding Principles: The Roads Converge S Grimaldi, DA Robertson New England Reading Association Journal 47 (1), 18-26, 2011 | 9 | 2011 |
| Unpacking and Operationalizing Disciplinary Literacy Z Fang, DA Robertson Journal of Adolescent & Adult Literacy 64 (2), 240-242, 2020 | 7 | 2020 |
| Exploring the discursive positioning of members of a literacy professional learning community CH Brock, D Robertson, A Borti, L Thrailkill, D Khasilova Professional Development in Education 50 (5), 1034-1051, 2024 | 6 | 2024 |
