Jerome V. D’Agostino
Psychology · The Ohio State University
Publications
63
Citations
1,092
Est. group size
~1
Recurring co-author estimate
Active years
36
Publishing since 1991
Jerome V. D'Agostino studies how young children learn to read and how educators can help struggling beginning readers improve, including work on interventions like Reading Recovery and HEROES (Helping Early Readers Obtain Excellence in Special Education). His work combines classroom-based experiments, randomized trials, and assessment design to evaluate literacy programs, oral reading strategies, and classroom discussion practices, often for students in special education or those falling behind in reading.
Publication output was higher around 2017-2018, dipped in 2019-2020, and has been moderately steady with a slight recent uptick (around 2-4 papers per year) through 2025.
Generated by claude-sonnet-5 from public bibliographic data · Jul 20, 2026
- Does Collaborative Discussion About Text Really Improve Students’ Reading Comprehension Abilities? In Search of Transfer
2026
- Theoretical Foundation and Validation of the Record of Decision-Making (RODM)
Education Sciences · 2025
- Validation Analysis During the Design Stage of Text Leveling
Education Sciences · 2025
- Pairing phrase‐cued text with readers theatre: Effects on reading prosody and automaticity
Journal of Research in Reading · 2025
- Improving Outcomes for Struggling Readers: Evidence from a Randomized Trial of HEROES
Journal of Research on Educational Effectiveness · 2025
- Evaluating an Early Literacy Intervention for Beginning Readers
2024
- Professional development in classroom discussion to improve argumentation: Teacher and student outcomes
Learning and Instruction · 2023
- Learning to Read: Variability, Continuous Change and Adaptability in Children’s Use of Word-Solving Strategies
Reading Psychology · 2023
- Identifying Highly Effective Interventions
2023
- Widening the Angles of Literacy Research: Using Design Experiments to Develop and Enhance a New Early Literacy Intervention (Poster 14)
2022
- Widening the Angles of Literacy Research: Using Design Experiments to Develop and Enhance a New Early Literacy Intervention (Poster 14)
Proceedings of the 2022 AERA Annual Meeting · 2022
- The effects of HEROES on the achievement levels of beginning readers with individualized education programs
The Journal of Educational Research · 2021
- Scaffolding Self‐Correction During Oral Reading
The Reading Teacher · 2020
- Self-Corrections and the Reading Progress of Struggling Beginning Readers
Reading Psychology · 2019
- Oral Reading Accuracy: Findings and Implications From Recent Research
The Reading Teacher · 2018
- Journal of Education for Students Placed at Risk (JESPAR)×3
- Reading Psychology×3
- Reading Research Quarterly×2
- The Reading Teacher×2
- Journal of Early Childhood Literacy×2
- Rebecca Berenbon
Psychology · The Ohio State University
- Ian A. G. Wilkinson
Psychology · The Ohio State University
- David J. Francis
Psychology · The Ohio State University
- Alida K. Hudson
Psychology · The Ohio State University
- Catherine McBride
Psychology · Purdue University West Lafayette
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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