Zipke, Marcy. (2016). Preschoolers explore interactive storybook apps: The effect on word learning and comprehension.
Education and Information Technologies,, 1-18.
Zipke, Marcy. (2016). The importance of flexibility of pronunciation in learning to decode: A training study in set for variability.
First Language, 36 (1), 71-86.
Zipke, Marcy. (2013). Building an e-book library: Resources for finding the best apps.
Reading Teacher, 67 (5), 375-383.
Zipke, Marcy. (2013). Teachers' thoughts on e-readers in the elementary school classroom.
Education and Information Technologies, 18 (3), 421-441.
Zipke, Marcy. (2011). First-graders receive instruction in homonym detection and meaning articulation: The effect of explicit metalinguistic awareness practice on beginning readers.
Reading Psychology, 32 (4), 349-371.
Zipke, Marcy., Ehri, L., Cairns, H. (2009). Using semantic ambiguity instruction to improve third graders’ metalinguistic awareness and reading comprehension: An experimental study.
Reading Research Quarterly, 44 (3), 300-321.
Zipke, Marcy. (2008). Teaching metalinguistic awareness and reading comprehension with riddles.
The Reading Teacher, 62 (2), 128-137.
Zipke, Marcy. (2007). The role of metalinguistic awareness in the reading comprehension of sixth and seventh graders.
Reading Psychology, 28 (4), 375-396.