| Differences in the mathematics–vocabulary knowledge of fifth–grade students with and without learning difficulties SR Forsyth, SR Powell Learning Disabilities Research & Practice 32 (4), 231-245, 2017 | 56 | 2017 |
| Teaching Students to Understand and Solve Word Problems. SR Powell, KA Berry, SA Benz, SR Forsyth, A Martinez-Lincoln Grantee Submission, 2017 | 6 | 2017 |
| Does word-problem performance maintain? Follow-up one year after implementation of a word-problem intervention SR Powell, KA Berry, AM Fall, G Roberts, MA Barnes, LS Fuchs, ... Journal of Research on Educational Effectiveness 15 (1), 52-77, 2022 | 4 | 2022 |
| Examining Problem-Solving Schemas and Schema Features in Children’s Trade Books EA Stevens, SR Forsyth, SR Powell the elementary school journal 123 (2), 318-343, 2022 | | 2022 |
| Improving Conceptual Understanding and Procedural Fluency with Number Combinations and Computation SR POWELL, SR FORSYTH, MK DRIVER Intensifying Mathematics Interventions for Struggling Students, 98, 2021 | | 2021 |
| The effects of a teacher-led numeracy read-aloud routine on the expressive math-talk of at-risk preschoolers SR Forsyth | | 2019 |
| Typical Multi-level Framework SR Powell, SA Benz, SR Forsyth Handbook of Response to Intervention and Multi-Tiered Systems of Support, 2018 | | 2018 |
| Supporting the Mathematics Learning of Elementary Students within a Multi-Level Framework SR Powell, SA Benz, SR Forsyth Handbook of Response to Intervention and Multi-Tiered Systems of Support …, 2018 | | 2018 |
