| Big ideas in special education: Specially designed instruction, high-leverage practices, explicit instruction, and intensive instruction PJ Riccomini, S Morano, CA Hughes Teaching Exceptional Children 50 (1), 20-27, 2017 | 137 | 2017 |
| Who receives speech/language services by 5 years of age in the United States? PL Morgan, CS Hammer, G Farkas, MM Hillemeier, S Maczuga, M Cook, ... American Journal of Speech-Language Pathology 25 (2), 183-199, 2016 | 116 | 2016 |
| Effects of immediate feedback using bug-in-ear with paraeducators working with students with autism MC Scheeler, S Morano, DL Lee Teacher Education and Special Education 41 (1), 24-38, 2018 | 69 | 2018 |
| A systematic analysis of experimental studies targeting fractions for students with mathematics difficulties J Hwang, PJ Riccomini, SY Hwang, S Morano Learning Disabilities Research & Practice 34 (1), 47-61, 2019 | 43 | 2019 |
| Meta-analysis of single-case treatment effects on self-injurious behavior for individuals with autism and intellectual disabilities S Morano, S Ruiz, J Hwang, JL Wertalik, J Moeller, MA Karal, A Mulloy Autism & Developmental Language Impairments 2, 1-26, 2017 | 38 | 2017 |
| Working with paraeducators: Tools and strategies for planning, performance feedback, and evaluation PA Yates, RV Chopra, EE Sobeck, SN Douglas, S Morano, VL Walker, ... Intervention in School and Clinic 56 (1), 43-50, 2020 | 36 | 2020 |
| Implementing an effective mathematics fact fluency practice activity PJ Riccomini, JD Stocker Jr, S Morano Teaching Exceptional Children 49 (5), 318-327, 2017 | 33 | 2017 |
| Paraeducator supervision in pre‐service teacher preparation programs: Results of a national survey EE Sobeck, SN Douglas, R Chopra, S Morano Psychology in the Schools 58 (4), 669-685, 2021 | 27 | 2021 |
| Motivation matters: Three strategies to support motivation and engagement in mathematics S Morano, AM Markelz, KM Randolph, AM Myers, N Church Intervention in School and Clinic 57 (1), 15-22, 2021 | 21 | 2021 |
| Are students with mathematics learning disabilities receiving FAPE?: Insights from a descriptive review of individualized education programs BL Hott, S Morano, C Peltier, J Pulos, T Peltier Learning Disabilities Research & Practice 35 (4), 170-179, 2020 | 19 | 2020 |
| Reexamining the literature: The impact of peer tutoring on higher order learning S Morano, PJ Riccomini Preventing School Failure: Alternative Education for Children and Youth 61 …, 2017 | 19 | 2017 |
| A comparison of concrete-representational-abstract and concrete-representational-abstract-integrated fraction interventions for students with disabilities S Morano, MM Flores, V Hinton, J Meyer Exceptionality 28 (2), 77-91, 2020 | 18 | 2020 |
| A Decade Review of Single–Case Graph Construction in the Field of Learning Disabilities C Peltier, S Morano, M Shin, N Stevenson, JW McKenna Learning Disabilities Research & Practice 36 (2), 121-135, 2021 | 13 | 2021 |
| Guided practice for complex, multistep procedures in algebra: Scaffolding through worked solutions PJ Riccomini, S Morano TEACHING Exceptional Children 51 (6), 445-454, 2019 | 13 | 2019 |
| Accuracy of area model and number line representations of fractions for students with learning disabilities S Morano, PJ Riccomini, JY Lee Learning Disabilities Research & Practice 34 (3), 133-143, 2019 | 12 | 2019 |
| Combining explicit strategy instruction and mastery practice to build arithmetic fact fluency S Morano, K Randolph, AM Markelz, N Church Teaching Exceptional Children 53 (1), 60-69, 2020 | 11 | 2020 |
| Developing mathematical problem solving through strategic instruction: Much more than a keyword PJ Riccomini, J Hwang, S Morano Instructional practices with and without empirical validity, 39-60, 2016 | 11 | 2016 |
| Retrieval practice for retention and transfer S Morano Teaching Exceptional Children 51 (6), 436-444, 2019 | 10 | 2019 |
| Is a picture worth 1,000 words? Investigating fraction magnitude knowledge through analysis of student representations S Morano, PJ Riccomini Assessment for Effective Intervention 46 (1), 27-38, 2020 | 9 | 2020 |
| Demonstrating conceptual understanding of fraction arithmetic: An analysis of pre-service special and general educators’ visual representations S Morano, PJ Riccomini Teacher Education and Special Education 43 (4), 314-331, 2020 | 9 | 2020 |
