Jeremy Miciak

Biographic Data

ID5742191
NAMEJeremy Miciak
GIVEN NAMESJeremy
FAMILY NAMEMiciak
SIGNATUREMICIAK J
AFFILIATIONSUniversity of Houston
ORCID0000-0002-0662-9497
VERIFIEDYes
TOTAL WORKS11
TOTAL CITATIONS2
WORKS AS AUTHOR11
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2020
LATEST PUBLICATION YEAR2026
H-INDEX1

  • Examining the predictive accuracy and stability of the Shaywitz DyslexiaScreen

    Open AccessJeremy Miciak, Mallory Walters et al.ARTICLEAnnals of Dyslexia2026

  • Exploring variations in educator perceptions of coursetaking ecologies for students classified as English learners

    Open AccessLindsay E Romano, Kristin E Black et al.ARTICLEInternational Multilingual…2026

    This mixed methods study explores educators’ perceptions of the challenges that students who are classified as English learners (ELs) in the U.S. face in accessing core academic content in middle and high school. Based on a survey with educators (N = 156) recruited from a language education listserv and website who had experience working with students receiving EL services across 39 states, we explored variation in the ways that educators attribu…

  • Examining Posttraumatic Stress Symptoms and Substance Use in Latine College Students

    Daniel O’connell, Anka A Vujanovic et al.ARTICLESubstance Use & Misuse2025

    Background: Latine young adults often experience turmoil leading to trauma exposure and symptoms in their native countries, frequently leading to migration, making it valuable for psychologists across the Americas to understand trauma-based mental health in Latines. Given the disproportionate experience of trauma and posttraumatic stress symptoms (PTSS) among Latine young adults and the common age of onset for problematic substance use, there is …

  • Differential Returns to Academic Preparation for English Learners

    Open AccessKristin E Black, Ben Le et al.ARTICLETeachers College Record The Voice…2025

    This article reconsiders the role of prior academic preparation as it relates to English learners’ access to advanced coursework in high school. Using longitudinal data from New York City ( n = 178,155), we test a set of interactions between middle school preparation—in the form of math achievement and advanced math and science coursework—and subgroups of English learners (ELs). We find that for all ELs, both components of prior preparation are s…

  • The Role of Linguistic Course Concentration in Secondary English Learners’ Attainment

    Open AccessKristin E Black, Ben Le et al.ARTICLEPeabody Journal of Education2025References: 40

  • An Extensive Reading Intervention for Emergent Bilingual Students With Significant Reading Difficulties in Middle School

    Open AccessPhilip Capin, Jeremy Miciak et al.ARTICLERemedial and Special Education2024

    This U.S. study evaluated the effects of a reading intervention for emergent bilingual students with significant reading difficulties in Grades 6 and 7 within a multisite randomized controlled trial. Emergent bilinguals were randomized to a researcher-provided intervention ( n = 171) or business-as-usual comparison condition ( n = 169). Results on a measure of word reading indicated significant differences favoring treatment after Year 1; however…

  • The critical role of instructional response in defining and identifying students with dyslexia

    Open AccessSharon Vaughn, Jeremy Miciak et al.ARTICLEAnnals of Dyslexia2024

  • Ever English Learner 4-Year Graduation

    Open AccessBen Le, Kristin E Black et al.ARTICLEEducational Researcher2024Cited by: 2References: 18

    This brief analyzes 4-year graduation rates among students ever classified as English learners (ever-ELs) and those never classified as English learners (never-ELs) at the intersections of gender, race/ethnicity, and neighborhood income. We follow two cohorts of New York City students who entered ninth grade in 2013–2014 and 2014–2015 ( N = 127,931). We find substantial variations in 4-year graduation among these subgroups, with differential pred…

  • The reading profiles of late elementary English learners with and without risk for dyslexia

    Open AccessJeremy Miciak, Yusra Ahmed et al.ARTICLEAnnals of Dyslexia2022

  • Structure Altering Effects of a Multicomponent Reading Intervention

    Open AccessYusra Ahmed, Jeremy Miciak et al.ARTICLEJournal of Learning Disabilities2022

    We evaluate the direct and inferential mediation (DIME) model for reading comprehension with a sample of struggling readers in Grades 3 to 5 ( N = 364) in the context of a large-scale randomized controlled trial (RCT) investigating two theoretically distinct reading interventions (text processing + foundational skills [ n = 117] or text processing only [ n = 120]) and a control condition ( n = 127). We investigate whether the intervention affects…

  • The Critical Role of Instructional Response for Identifying Dyslexia and Other Learning Disabilities

    Open AccessJeremy Miciak, Jack Μ Fletcher et al.ARTICLEJournal of Learning Disabilities2020

    This article addresses the nature of dyslexia and best practices for identification and treatment within the context of multitier systems of support (MTSS). We initially review proposed definitions of dyslexia to identify key commonalities and differences in proposed attributes. We then review empirical evidence for proposed definitional attributes, focusing on key sources of controversy, including the role of IQ, instructional response, as well …