Reis, S. M., McCoach, D. B., Little, C. A., Muller, L. M., & Kaniskan, R. B. (2011). The effects of differentiated instruction and enrichment pedagogy on reading achievement in five elementary schools. American Educational Research Journal, 48, 462-501.

Reis, S. M., Little, C. A., Fogarty, E. A., Housand, A. M., Housand, B. C., Sweeny, . . . Muller, L. M. (2010). Case studies of successful Schoolwide Enrichment Model-Reading (SEM-R) classroom implementations (RM10240). Storrs: University of Connecticut, Project SEM-R.

Reis, S. M., Little, C. A., Fogarty, E. A., Housand, A. M., Housand, B. C., Sweeny, . . . Muller, L. M. (2010). Utilización del Modelo de Enriquecimiento Generalizado para Crear una Cultura de Desafío en la Lectura e Instrucción diferenciada de la lectura para todos los Lectores. Storrs: University of Connecticut, Project SEM-R. [Spanish translation by Daniel Ricart]

Reis, S. M., & Boeve, H. (2009). How academically gifted elementary, urban students respond to challenge in an enriched, differentiated reading program. Journal for the Education of the Gifted, 33, 203-240.

Housand, A. M., & Reis, S. M. (2008). Self-regulated learning in reading: Gifted pedagogy and instructional settings. Journal for Advanced Academics, 20(1), 108-136. doi:10.4219/jaa-2008-864

Eckert, R. D., & Schader, R. (2008, Winter). “How can I find appropriate, challenging resources for a child who is reading far above grade-level?” National Association for Gifted Children: Connecting for High Potential, pp. 12-14.

Reis, S. M., Eckert, R. D., McCoach, D. B., Jacobs, J. K., & Coyne, M. (2008). Using enrichment reading practices to increase reading, fluency, comprehension, and attitudes. Journal of Educational Research, 101, 299-315.

Fogarty, E. A. (2007). Teachers’ use of differentiated reading strategy instruction for talented, average, and struggling readers in SEM-R classrooms. Roeper Review, 29(3), 213.

Reis, S. M., McCoach, D. B., Coyne, M., Schreiber, F. J., Eckert, R. D., & Gubbins, E. J. (2007). Using planned enrichment strategies with direct instruction to improve reading fluency, comprehension, and attitude toward reading: An evidence-based study. The Elementary School Journal, 108(1), 3-24.

Little, C. A., & Hines, A. H. (2006, Fall). Reading after school: Exploring interests, emphasizing strengths, and expanding horizons. Teaching for High Potential, 3-4.

Reis, S. M., & Fogarty, E. A. (2006). Savoring reading schoolwide. Educational Leadership, 64(2), 32-36.

Reis, S. M., Eckert, R. D., Schreiber, F. J., Jacobs, J. K., Briggs, C., Gubbins, E. J., . . . Muller, L. (2005). The Schoolwide Enrichment Model reading study (RM05214). Storrs: University of Connecticut, The National Research Center on the Gifted and Talented.

Reis, S. M., Gubbins, E. J., Briggs, C., Schreiber, F. J., Richards, S., Jacobs, J. K., . . . Alexander, M. (2003). Reading instruction for talented readers: Case studies documenting few opportunities for continuous progress (RM03184). Storrs: University of Connecticut, The National Research Center on the Gifted and Talented.