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Teaching Emotion Vocabulary to Children with Autism Spectrum Disorder
Identifying Children at Risk for Language Impairment or Dyslexia With Group-Administered Measures.
Predicting Intelligibility Gains in Dysarthria Through Automated Speech Feature Analysis.
Spoken Word Recognition of Spanish-English Speaking Children
Graduation Caps for All
Predicting Intelligibility Gains in Individuals With Dysarthria From Baseline Speech Features.
Comparing treatments for children with ADHD and word reading difficulties
Maternal Socioeconomic Status Influences the Range of Expectations During Language Comprehension in Adulthood.
Assessing Vowel Centralization in Dysarthria
Enacted Reading Comprehension
Genetic and environmental influences on early literacy skills across school grade contexts.
Examining Associations Among ADHD, Homework Behavior, and Reading Comprehension
Examining the Relationships of Component Reading Skills to Reading Comprehension in Struggling Adult Readers
Quantile Regression Approach to Understanding the Relations Among Morphological Awareness, Vocabulary, and Reading Comprehension in Adult Basic Education Students.
Identifying learning patterns of children at risk for Specific Reading Disability.
Bidirectional relations between phonological awareness and letter knowledge in preschool revisited
Reciprocal Effects of Self-Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School.
BDNF Val66Met Polymorphism Influences Reading Ability and Patterns of Neural Activation in Children.
Cross-Study Differences in the Etiology of Reading Comprehension
Modeling the co-development of correlated processes with longitudinal and cross-construct effects.
Exploring the Co-Development of Reading Fluency and Reading Comprehension
School profiles of at-risk student concentration
First graders' literacy and self-regulation gains
synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties.
comprehension of sentences involving quantity information affects responses on the up-down axis.
Spelling well despite developmental language disorder
Classroom Organization by Prior Performance Interactions as Predictors of Literacy and Language Achievement
Art Integration and Reading Achievement
relation of linguistic awareness and vocabulary to word reading and spelling for first-grade students participating in response to intervention.
Evaluating the dimensionality of first-grade written composition.
Reconsidering the simple view of reading in an intriguing case of equivalent models
Developmental relations between vocabulary knowledge and reading comprehension
Inattention, hyperactivity, and emergent literacy
COMT Val/Met polymorphism is associated with reading-related skills and consistent patterns of functional neural activation.
Exploring how nature and nurture affect the development of reading
Expanding the environment
longitudinal cluster-randomized controlled study on the accumulating effects of individualized literacy instruction on students' reading from first through third grade.
Reading and a diffusion model analysis of reaction time.
Developmental relations between reading fluency and reading comprehension
Lexical decision as an endophenotype for reading comprehension
Evaluating the components of an emergent literacy intervention for preschool children at risk for reading difficulties.
componential model of reading
Dialect variation and reading
Relations among student attention behaviors, teacher practices, and beginning word reading skill.
utility and accuracy of oral reading fluency score types in predicting reading comprehension.
Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic.
Teaching children with autism to read for meaning
Teacher quality moderates the genetic effects on early reading.
Genetic influence on literacy constructs in kindergarten and first grade
Behavioral genetic approach to the study of dyslexia.

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