^ denotes student or post-doc advisee

Wexler, J., Swanson, E., & ^Shelton, A. (in press). Literacy coaching in secondary settings: Improving intensive instruction for all students. New York, NY: Guilford Press.

Reed, D. K., Wexler, J., & Vaughn, S. (2012). RTI for reading at the secondary level: Recommended literacy practices and remaining questions. New York, NY: Guilford Press. ISBN: 9781462503568

Denton, C. A., Vaughn, S., Wexler, J., Bryan, D., & Reed, D. (2012). Effective instruction for middle school students with reading difficulties: The reading teacher's sourcebook. Baltimore, MD:  Brookes Publishing. ISBN: 9781598572438

Selected articles in refereed journals

^Shelton, A., Wexler, J., Kurz, L., Swanson. E. (in press). Promoting a school-wide adolescent literacy model across middle school content-areas. Teaching Exceptional Children.

Wexler, J. (in press). Improving instruction in co-taught classrooms to support reading: Introduction to a special issue. Intervention in School & Clinic.

Wexler, J., Kearns, D.M., ^Hogan, E.K., ^Clancy, E., & ^Shelton, A. (in press). Preparing to implement evidence-based literacy practice in the co-taught classroom. Intervention in School & Clinic.

^Shelton, A., Lemons, C.J., & Wexler, J. (in press).  Supporting main idea identification and text summarization in middle school co-taught classes. Intervention in School & Clinic. doi:10.1177/1053451220944380

^Shelton, A., Wexler, J., Silverman, R.D., & Stapleton, L.M. (2019). A synthesis of reading comprehension interventions for persons with mild intellectual disability. Review of Educational Research, 89, 612-651doi:10.3102/0034654319857041

Wexler, J., Swanson, E., Kurz, L. A., Shelton, A., & Vaughn, S. (2020). Enhancing reading comprehension in middle school classrooms using a critical reading routine. Intervention in School & Clinic, 55, 203-213.

*Note: Selected as the lead feature article for Volume 55, Issue 4. Selected as the winner of the 2020 Must-Read article in Intervention in School and Clinic by the Council for Learning Disabilities.

Wexler, J., Swanson, E., & Vaughn, S., ^Shelton, A., & ^Kurz. L. (2019). Building a sustainable school-wide adolescent literacy model in middle schools:  Guidance for administrators. Middle School Journal, 50, 15-25. doi:10.1080/00940771.2019.1603802

^Sinclair, A.C., Bray, L.E., Wei, Y., ^Clancy, E.E., Wexler, J., Kearns, D.M., & Lemons, C.J. (2018).  Co-teaching in content area classrooms:  Lessons and guiding questions for administrators. NASSP Bulletin, 102(4), 303-322. doi: 10.1177/0192636518812701

Lemons, C., Vaughn, S., Wexler, J., Kearns, D., & ^Sinclair, A. (2018). Envisioning an improved continuum of special education services for students with learning disabilities: Considering intervention intensity. Learning Disabilities Research & Practice, 33(3)131-143. doi: 10.1111/ldrp.12173

Wexler, J., Kearns, D.M., Lemons, C.J., ^Mitchell, M.., ^Clancy, E., ^Davidson, K.A., ^Sinclair, A.C., & Wei, Y.  (2018).  Reading comprehension and co-teaching practices in middle school English language arts classrooms, Exceptional Children, 84(4), 384-402. doi: 10.1177/0014402918771543

Wexler, J., ^Mitchell, M.A., ^Clancy, E., & Silverman, R.D. (2016). An investigation of literacy practices in science classrooms. Reading & Writing Quarterly: Overcoming Learning Difficulties, 33(3), 258-277. DOI: 10.1080/10573569.2016.1193832

Williams, J.L., Miciak, J., McFarland, L., & Wexler, J. (2016). Learning disability identification criteria and reporting in empirical research: A Review of 2001-2013. Learning Disabilities Research and Practice, 31(4), 221-229. doi: 10.1111/ldrp.12119