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"Waiting to Fail" Redux
Academic Responding During Instruction and Reading Outcomes for Kindergarten Students At-risk for Reading Difficulties.
Amount of Time in Print Reading in General Education Kindergarten Classrooms
Applying a Multiple Group Causal Indicator Modeling Framework to the Reading Comprehension Skills of Third, Seventh, and Tenth Grade Students.
Assessment Data-Informed Guidance to Individualize Kindergarten Reading Instruction
Assessment of Preschool Early Literacy Skills
Behavioral genetic approach to the study of dyslexia.
Capturing the complexity
Chaotic Home Environment Accounts for the Association between Respect for Rules Disposition and Reading Comprehension
Child and Informant Influences on Behavioral Ratings of Preschool Children.
Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia
Contribution of Vocabulary Knowledge and Spelling to the Reading Comprehension of Adolescents Who Are and Are Not English Language Learners.
Developing Early Literacy Skills
Development and Validation of a Principal Implementation Practices Measure
Development of oral reading fluency in children with speech or language impairments
Developmental and Individual Differences in Chinese Writing.
Developmental relations between reading fluency and reading comprehension
Dimensionality and Reliability of Letter Writing in 3- to 5-Year-Old Preschool Children.
Effectiveness of Early Phonological Awareness Interventions for Students with Speech or Language Impairments.
Evaluating the impact of feedback on elementary aged students' fluency growth in written expression
Examination of Kindergarten Oral Language for African American Students
Home Literacy Environments of Young Children with Down Syndrome
Importance of Predictive Power in Early Screening Assessments
Improving the Reliability of Student Scores from Speeded Assessments
Incorporating RTI in a Hybrid Model of Reading Disability.
IRTs of the ABCs
Is Oral/Text Reading Fluency a "Bridge" to Reading Comprehension?
Learning to write letters
Modeling the Co-Development of Correlated Processes with Longitudinal and Cross-Construct Effects
Modeling the early language trajectory of language development and its relation to poor reading comprehension
Structure of Oral Language and Reading and Their Relation to Comprehension in Kindergarten through Grade 2.
Testing the Impact of Child Characteristics × Instruction Interactions on Third Graders' Reading Comprehension by Differentiating Literacy Instruction.
Using Simulations to Investigate the Longitudinal Stability of Alternative Schemes for Classifying and Identifying Children with Reading Disabilities.