Alida K. Hudson
Psychology · The Ohio State University
Publications
31
Citations
380
Est. group size
~2
Recurring co-author estimate
Active years
12
Publishing since 2015
Alida K. Hudson studies how young children develop early reading, writing, and spelling skills, and how classroom and home environments, curricula, and small-group interventions affect literacy outcomes for children at risk of reading difficulties. Her work also examines teachers' knowledge of reading instruction and how that knowledge relates to student performance. Much of this research focuses on preschool and elementary-age children, including bilingual learners.
Publication output has been fairly steady with some fluctuation over the last decade, rising to a peak in 2025 after a gap year in 2024.
Generated by claude-sonnet-5 from public bibliographic data · Jul 20, 2026
- The Effect of Peer-Assisted Learning Strategies on the Reading Performance of Fourth Grade Students in the Rio Grande Valley
Reading & Writing Quarterly · 2026
- Alphabet Knowledge Trajectories and U.S. Children’s Later Reading and Spelling
Scientific Studies of Reading · 2025
- Emergent writing development and later reading abilities for monolingual and bilingual children identified as at risk for reading difficulties
Reading and Writing · 2025
- Initial Skills Predict Preschoolers' Emergent Literacy Development but Do Not Moderate Response to Intervention
Infant and Child Development · 2025
- Do Classroom and Home Environments Jointly Contribute to Literacy Gains for Preschoolers At-Risk for Literacy Difficulties?
Reading & Writing Quarterly · 2025
- Relationship Between Reading Pretest and Social Studies Outcomes From PACT: Evidence for a Skill-by-Treatment Interaction
Remedial and Special Education · 2025
- Is Use of Literacy-Focused Curricula Associated with Children’s Literacy Gains and Are Associations Moderated by Risk Status, Receipt of Intervention, or Preschool Setting?
Education Sciences · 2025
- Small-Group Emergent Literacy Intervention Dosage in Preschool: Patterns and Predictors
Journal of Early Intervention · 2023
- Professional development in a pandemic: transforming teacher knowledge of reading comprehension instruction
Educational Technology Research and Development · 2023
- Latent Profile Moderation: Examining the Differential Impact of a Small-Group Emergent Literacy Intervention
Journal of Education for Students Placed at Risk (JESPAR) · 2023
- How Teachers Do and Don’t Address Issues of Diversity in Literacy Instruction
Reading Psychology · 2023
- Spelling in Some Alphabetic Languages
2023
- Upper Elementary Teachers' Knowledge of Reading Comprehension, Classroom Practice, and Student's Performance in Reading Comprehension
Reading Research Quarterly · 2022
- Key Knowledge to Support Phonological Awareness and Phonics Instruction
The Reading Teacher · 2022
- Identifying and supporting children with learning disabilities
UNESCO MGIEP eBooks · 2022
- The Reading Teacher×5
- Reading Research Quarterly×2
- Education Sciences×2
- Educational Technology Research and Development×2
- Scientific Studies of Reading×2
- Laura Cutler
Psychology · The Ohio State University
- Emily Rodgers
Psychology · The Ohio State University
- Laura M. Justice
Psychology · The Ohio State University
- Jessica A. R. Logan
Psychology · The Ohio State University
- Shayne B. Piasta
Psychology · The Ohio State University
This profile was generated automatically from public scholarly data (OpenAlex). Group size and activity levels are estimates derived from co-authorship patterns.
Last updated Jul 19, 2026.
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