linkStack, A., Wijekumar, K., Rice, M., McKeown, D., Gerde, H., Luo, W., Lei, P. (in press). Evidence of the Effects of a Practice-Based Reading Comprehension Professional Development on Teachers’ Knowledge of Reading Comprehension. Journal of Educational Psychology.

linkRice, M., Wijekumar, K. (Kay), Stack, A., & Lambright, K. (2025). Sustaining teacher knowledge and self-perception of reading comprehension instruction: A year-long study of practice-based professional development. Contemporary Educational Psychology, 82.

linkWijekumar, K. (2024). The Joy of Reading: Instructional Guide for Transforming Comprehension (P. Sierra & J. (Educator) Garza (Eds.); First edition.). Literacy.IO.

linkWijekumar, K. (Kay), Lei, P., Rice, M., Beerwinkle, A., Zhang, S., & Meyer, B. J. F. (2024). A web-based intelligent tutoring system for reading comprehension delivered to fifth-grade students attending high-poverty schools: Results from a replication efficacy study. Journal of Educational Psychology, 116(8), 1333–1351.

linkRice, M., Wijekumar, K. (2024). Inference Skills for Reading: A Meta-Analysis of Instructional Practices. Journal of Educational Psychology, 116(4), 569–589.

linkRice, M., Wijekumar, K., Lambright, K., Stack A. (2024). Promoting Inference Generation: Using Questioning and Strategy Instruction to Support Upper Elementary Students. Reading Teacher, 78(2), 121–130. 

linkWijekumar, K., Zhang, S., McKeown, D. (2024). Introduction to the Special Issue: Misalignment, Misinterpretation, and Misappropriation of Literacy Research to Practice and Policy

linkWhat Works Clearinghouse (2020, November 16). What works clearinghouse™ Standards Handbook Version 4.

linkHudson, A.K., Owens, J.K., Moore, K.A., Lambright, K. & Wijekumar, K. (2021). “What is the Main Idea?”: Using Text Structure as a Framework for Accelerating Strategic Comprehension of Text. Reading Teacher, 75(1), 113.

linkWijekumar, K., Beerwinkle, A., McKeown, D., Zhang, S., Malatesha Joshi, R. (2019). The “GIST” of the reading comprehension problem in grades 4 and 5

linkBeerwinkle, A., Wijekumar, K., Walpole, S. & Aguis, R. (2018). An Analysis of the Ecological Components within a Text Structure Intervention, Reading and Writing: An Interdisciplinary Journal , 31,9: 2041-2064.

linkJi, Xuejuen, Beerwinkle, A. & Wijekumar, K. (2018). Using Latent Transition Model to Identify Effects of an Intelligent Tutoring System on Reading Comprehension, Reading and Writing: An Interdisciplinary Journal, , 31,9: 2095-2113.

linkWijekumar, K., Meyer, B.J.F., Lei, P., Hernandez, A., August, D. (2017). Improving content area reading comprehension of Spanish speaking English learners in Grades 4 and 5 using web-based text structure instruction

linkWijekumar, K., Meyer, B.J.F., Lei, P., Xuejun, J., Joshi, R.M. (2017, April 5). Evidence of an Intelligent Tutoring System as a Mindtool to Promote Strategic Memory of Expository Texts and Comprehension with Children in Grades 4 and 5. Journal of Educational Computing Research. DOI: 10.1177/0735633117696909

linkWijekumar, K., Meyer, B.J.F., Lei, P., Lin, Y., Johnson, L., Spielvogel, J., Shurmatz, K., Ray, M., Cook, M. (2014). Multisite Randomized Controlled Trial Examining Intelligent Tutoring of Structure Strategy for Fifth-Grade Readers

linkWijekumar, K., Meyer, B.J.F., Lei, P., (2013). High-fidelity implementation of web-based intelligent tutoring system improves fourth and fifth graders content area reading comprehension

linkWijekumar, K., Meyer, B.J.F., Lei, P., (2012, June 26). Large-scale randomized controlled trial with 4th graders using intelligent tutoring of the structure strategy to improve nonfiction reading comprehension