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RICHARD KENT WAGNER

TitleAssistant Professor
InstitutionBaylor College of Medicine
DepartmentDepartment of Obstetrics & Gynecology
DivisionObstet & Gyne: Maternal & Fetal Med
Address315 N. San Saba St.
Suite 1135
San Antonio TX 78207
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    Collapse Research 
    Collapse research activities and funding
    R01HD023340     (WAGNER, RICHARD K)Aug 1, 1988 - Jun 30, 2005
    NIH/NICHD
    PREREADERS READING RELATED PHONOLOGICAL PROCESSES
    Role: Principal Investigator

    P50HD052120     (WAGNER, RICHARD K)Jul 1, 2006 - Jul 31, 2022
    NIH/NICHD
    The Florida Learning Disabilities Research Center
    Role: Principal Investigator

    Collapse Bibliographic 
    Collapse selected publications
    Publications listed below are automatically derived from MEDLINE/PubMed and other sources, which might result in incorrect or missing publications. Faculty can login to make corrections and additions.
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    1. Stanley IH, Buchman-Schmitt JM, Chu C, Rogers ML, Gai AR, Wagner RK, Gutierrez PM, Joiner TE. The Military Suicide Research Consortium Common Data Elements: An Examination of Measurement Invariance Across Current Service Members and Veterans. Assessment. 2018 May 01; 1073191118777635. PMID: 29847993.
      View in: PubMed
    2. Spencer M, Wagner RK, Petscher Y. The Reading Comprehension and Vocabulary Knowledge of Children with Poor Reading Comprehension despite Adequate Decoding: Evidence from a Regression-Based Matching Approach. J Educ Psychol. 2019 Jan; 111(1):1-14. PMID: 30739953.
      View in: PubMed
    3. Quinn JM, Wagner RK. Using Meta-analytic Structural Equation Modeling to Study Developmental Change in Relations Between Language and Literacy. Child Dev. 2018 Nov; 89(6):1956-1969. PMID: 29484642.
      View in: PubMed
    4. Spencer M, Wagner RK. The Comprehension Problems of Children with Poor Reading Comprehension despite Adequate Decoding: A Meta-Analysis. Rev Educ Res. 2018 Jun; 88(3):366-400. PMID: 29785063.
      View in: PubMed
    5. Erbeli F, Hart SA, Wagner RK, Taylor J. Examining the Etiology of Reading Disability as Conceptualized by the Hybrid Model. Sci Stud Read. 2018; 22(2):167-180. PMID: 29527114.
      View in: PubMed
    6. Selzam S, Dale PS, Wagner RK, DeFries JC, Cederlöf M, O'Reilly PF, Krapohl E, Plomin R. Genome-Wide Polygenic Scores Predict Reading Performance Throughout the School Years. Sci Stud Read. 2017 Jul 04; 21(4):334-349. PMID: 28706435.
      View in: PubMed
    7. Wood SG, Moxley JH, Tighe EL, Wagner RK. Does Use of Text-to-Speech and Related Read-Aloud Tools Improve Reading Comprehension for Students With Reading Disabilities? A Meta-Analysis. J Learn Disabil. 2018 Jan/Feb; 51(1):73-84. PMID: 28112580.
      View in: PubMed
    8. Petscher Y, Quinn JM, Wagner RK. Modeling the co-development of correlated processes with longitudinal and cross-construct effects. Dev Psychol. 2016 11; 52(11):1690-1704. PMID: 27732037.
      View in: PubMed
    9. Spencer M, Wagner RK. The Comprehension Problems for Second-Language Learners with Poor Reading Comprehension despite Adequate Decoding: A Meta-Analysis. J Res Read. 2017 May; 40(2):199-217. PMID: 28461711.
      View in: PubMed
    10. Schatschneider C, Wagner RK, Hart SA, Tighe EL. Using Simulations to Investigate the Longitudinal Stability of Alternative Schemes for Classifying and Identifying Children with Reading Disabilities. Sci Stud Read. 2016; 20(1):34-48. PMID: 26834450.
      View in: PubMed
    11. Spencer M, Muse A, Wagner RK, Foorman B, Petscher Y, Schatschneider C, Tighe EL, Bishop MD. Examining the Underlying Dimensions of Morphological Awareness and Vocabulary Knowledge. Read Writ. 2015 Sep; 28(7):959-988. PMID: 26273128.
      View in: PubMed
    12. Tighe EL, Wagner RK, Schatschneider C. Applying a Multiple Group Causal Indicator Modeling Framework to the Reading Comprehension Skills of Third, Seventh, and Tenth Grade Students. Read Writ. 2015 Apr 01; 28(4):439-466. PMID: 25821346.
      View in: PubMed
    13. Kim YS, Wagner RK. Text (Oral) Reading Fluency as a Construct in Reading Development: An Investigation of its Mediating Role for Children from Grades 1 to 4. Sci Stud Read. 2015; 19(3):224-242. PMID: 25848201.
      View in: PubMed
    14. Al Otaiba S, Connor CM, Folsom JS, Wanzek J, Greulich L, Schatschneider C, Wagner RK. To Wait in Tier 1 or Intervene Immediately: A Randomized Experiment Examining First Grade Response to Intervention (RTI) in Reading. Except Child. 2014 Oct 01; 81(1):11-27. PMID: 25530622.
      View in: PubMed
    15. Quinn JM, Wagner RK, Petscher Y, Lopez D. Developmental relations between vocabulary knowledge and reading comprehension: a latent change score modeling study. Child Dev. 2015 Jan-Feb; 86(1):159-75. PMID: 25201552.
      View in: PubMed
    16. Wagner RK, Herrera SK, Spencer M, Quinn JM. Reconsidering the simple view of reading in an intriguing case of equivalent models: commentary on Tunmer and Chapman (2012). J Learn Disabil. 2015 Mar-Apr; 48(2):115-9. PMID: 25095787.
      View in: PubMed
    17. Guan CQ, Ye F, Wagner RK, Meng W, Leong CK. Text Comprehension Mediates Morphological Awareness, Syntactic Processing, and Working Memory in Predicting Chinese Written Composition Performance. J Educ Psychol. 2014 Aug; 106(3):779-798. PMID: 25530630.
      View in: PubMed
    18. Al Otaiba S, Wagner RK, Miller B. "Waiting to Fail" Redux: Understanding Inadequate Response to Intervention. Learn Disabil Q. 2014 Aug; 37(3):129-133. PMID: 25422530.
      View in: PubMed
    19. Spencer M, Wagner RK, Schatschneider C, Quinn J, Lopez D, Petscher Y. Incorporating RTI in a Hybrid Model of Reading Disability. Learn Disabil Q. 2014 Aug; 37(3):161-171. PMID: 25422531.
      View in: PubMed
    20. Ahmed Y, Wagner RK, Lopez D. Developmental Relations between Reading and Writing at the Word, Sentence and Text Levels: A Latent Change Score Analysis. J Educ Psychol. 2014 May 01; 106(2):419-434. PMID: 24954951.
      View in: PubMed
    21. Zhang J, McBride-Chang C, Wagner RK, Chan S. Uniqueness and Overlap: Characteristics and Longitudinal Correlates of Native Chinese Children's Writing in English as a Foreign Language. Biling (Camb Engl). 2014 Apr; 17(2):347-363. PMID: 25729319.
      View in: PubMed
    22. Spencer M, Quinn JM, Wagner RK. Specific Reading Comprehension Disability: Major Problem, Myth, or Misnomer? Learn Disabil Res Pract. 2014 Feb 01; 29(1):3-9. PMID: 25143666.
      View in: PubMed
    23. Otaiba SA, Kim YS, Wanzek J, Petscher Y, Wagner RK. Long Term Effects of First Grade Multi-Tier Intervention. J Res Educ Eff. 2014; 7(3):250-267. PMID: 25346781.
      View in: PubMed
    24. Kim YS, Park CH, Wagner RK. Is Oral/Text Reading Fluency a "Bridge" to Reading Comprehension? Read Writ. 2014 Jan 01; 27(1):79-99. PMID: 25653474.
      View in: PubMed
    25. Quinn JM, Wagner RK. Gender Differences in Reading Impairment and in the Identification of Impaired Readers: Results From a Large-Scale Study of At-Risk Readers. J Learn Disabil. 2015 Jul-Aug; 48(4):433-45. PMID: 24153403; PMCID: PMC3997651.
    26. Guan CQ, Ye F, Wagner RK, Meng W. Developmental and Individual Differences in Chinese Writing. Read Writ. 2013 Jul 01; 26(6):1031-1056. PMID: 26038631.
      View in: PubMed
    27. Yan CM, McBride-Chang C, Wagner RK, Zhang J, Wong AM, Shu H. Writing Quality in Chinese Children: Speed and Fluency Matter. Read Writ. 2012 Aug 01; 25(7):1499-1521. PMID: 25750486.
      View in: PubMed
    28. Kim YS, Wagner RK, Lopez D. Developmental relations between reading fluency and reading comprehension: a longitudinal study from Grade 1 to Grade 2. J Exp Child Psychol. 2012 Sep; 113(1):93-111. PMID: 22726256; PMCID: PMC3836363.
    29. Kim YS, Al Otaiba S, Puranik C, Folsom JS, Greulich L, Wagner RK. Componential skills of beginning writing: An exploratory study. Learn Individ Differ. 2011 Oct 01; 21(5):517-525. PMID: 22267897.
      View in: PubMed
    30. Wagner RK, Compton DL. Dynamic assessment and its implications for RTI models. J Learn Disabil. 2011 Jul-Aug; 44(4):311-2. PMID: 21965252; PMCID: PMC3187556.
    31. Wagner RK. Relations Among Oral Reading Fluency, Silent Reading Fluency, and Reading Comprehension: A Latent Variable Study of First-Grade Readers. Sci Stud Read. 2011 Jul; 15(4):338-362. PMID: 21747658.
      View in: PubMed
    32. Thatcher Kantor P, Wagner RK, Torgesen JK, Rashotte CA. Comparing two forms of dynamic assessment and traditional assessment of preschool phonological awareness. J Learn Disabil. 2011 Jul-Aug; 44(4):313-21. PMID: 21685350; PMCID: PMC3179788.
    33. Wagner RK, Puranik CS, Foorman B, Foster E, Wilson LG, Tschinkel E, Kantor PT. Modeling the development of written language. Read Writ. 2011 Feb 01; 24(2):203-220. PMID: 22228924.
      View in: PubMed
    34. Brown Waesche JS, Schatschneider C, Maner JK, Ahmed Y, Wagner RK. Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic. J Learn Disabil. 2011 May-Jun; 44(3):296-307. PMID: 21252372; PMCID: PMC3248271.
    35. Logan JA, Schatschneider C, Wagner RK. Rapid serial naming and reading ability: the role of lexical access. Read Writ. 2011 Jan; 24(1):1-25. PMID: 22215934.
      View in: PubMed
    36. Hensler BS, Schatschneider C, Taylor J, Wagner RK. Behavioral genetic approach to the study of dyslexia. J Dev Behav Pediatr. 2010 Sep; 31(7):525-32. PMID: 20814252; PMCID: PMC2952936.
    37. Wagner RK, Meros D. Vocabulary and Reading Comprehension: Direct, Indirect, and Reciprocal Influences. Focus Except Child. 2010 Sep 01; 2010. PMID: 24860194.
      View in: PubMed
    38. Piasta SB, Purpura DJ, Wagner RK. Fostering Alphabet Knowledge Development: A Comparison of Two Instructional Approaches. Read Writ. 2010 Jul 01; 23(6):607-626. PMID: 20563245.
      View in: PubMed
    39. Piasta SB, Wagner RK. Learning letter names and sounds: effects of instruction, letter type, and phonological processing skill. J Exp Child Psychol. 2010 Apr; 105(4):324-44. PMID: 20097352; PMCID: PMC2978809.
    40. Torgesen JK, Wagner RK, Rashotte CA, Herron J, Lindamood P. Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia: Outcomes from two instructional approaches. Ann Dyslexia. 2010 Jun; 60(1):40-56. PMID: 20052566; PMCID: PMC2888606.
    41. Piasta SB, Wagner RK. Developing Early Literacy Skills: A Meta-Analysis of Alphabet Learning and Instruction. Read Res Q. 2010 Jan; 45(1):8-38. PMID: 20671801.
      View in: PubMed
    42. Wagner RK, Ridgewell C. A Large-Scale Study of Specific Reading Comprehension Disability. Perspect Lang Lit. 2009; 35(5):27-31. PMID: 25621097.
      View in: PubMed
    43. Schatschneider C, Wagner RK, Crawford EC. The importance of measuring growth in response to intervention models: Testing a core assumption. Learn Individ Differ. 2008; 18(3):308-315. PMID: 22224065.
      View in: PubMed
    44. McBride-Chang C, Cho JR, Liu H, Wagner RK, Shu H, Zhou A, Cheuk CS, Muse A. Changing models across cultures: associations of phonological awareness and morphological structure awareness with vocabulary and word recognition in second graders from Beijing, Hong Kong, Korea, and the United States. J Exp Child Psychol. 2005 Oct; 92(2):140-60. PMID: 15904930.
      View in: PubMed
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