Articles & books

• Stewart, A. A., Scammacca, N., Lee, Y. R., Cappelli, P. (2024). Exploring Differences Between Cognition, Reading, Math, and Attention Scores in Students with Disabilities: A Systematic Review. Learning Disability Quarterly. In press.

• Galán, C. A., Lee, Y. R., Satinsky, E. N., Mateo-Santana, A., Wang, M.-T. (2024). Parent and peer racial-ethnic socialization facilitates psychological well-being via proactive coping: A daily diary study. Journal of the American Academy of Child & Adolescent Psychiatry. Advanced online publication.

• Stevens, E. A., Stewart, A., Vaughn, S., Lee, Y. R., Lewis, L. S., Swanson, E. (2024). The Effects of a Tier 2 Reading Comprehension Intervention Aligned to Tier 1 Instruction for Fourth Graders with Inattention and Reading Difficulties. Journal of School Psychology, 105, 101320.

• Park, S., Lee, Y. R., Nelson, G., & Tipton, E. (2023). Four Best Practices for Meta-Analysis: A Systematic Review of Methodological Rigor in Mathematics Interventions for Students With or at Risk of Disabilities. Learning Disability Quarterly.

• Lee, Y. R. & Pustejovsky, J. E. (2023). Comparing Random Effects Models, Ordinary Least Squares, or Fixed Effects with Cluster Robust Standard Errors for Cross-Classified Data. Psychological Methods, Advance online publication.

• Grimes, R. K., Park, S., McClelland, A., Park, J., Lee, Y. R., Steinle, P., Nozari, M., Umer, Z., Zaporilli, B., & Bryant, D. P. (2021). Effectiveness of a Number Sense Intelligent Tutor in Kindergarten: A Conceptual Replication. Journal of Numerical Cognition. 7(3), 388-410.

• Lee, Y. R. (2020). Selected-response and constructed-response tests. In Hong, S., Noh, U., Jung, S., Jo, K., Lee, H., & Lee, Y. R. (Eds.), Basis and Understanding of Educational Evaluation (pp. 171-250). Seoul: Park Youngsa.

• Lee, Y. R. & Hong, S. (2019). The Impact of Omitting Random Interaction Effects in Cross-Classified Random Effect Modeling. The Journal of Experimental Education, 87(4), 641-660.