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Applying a Multiple Group Causal Indicator Modeling Framework to the Reading Comprehension Skills of Third, Seventh, and Tenth Grade Students.
Behavioral genetic approach to the study of dyslexia.
Dominance Analysis Approach to Determining Predictor Importance in Third, Seventh, and Tenth Grade Reading Comprehension Skills.
Evidence for Common Etiological Influences on Early Literacy Skills in Kindergarten.
Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic.
Examining Associations Among ADHD, Homework Behavior, and Reading Comprehension
Examining the Relationships of Component Reading Skills to Reading Comprehension in Struggling Adult Readers
Examining the Underlying Dimensions of Morphological Awareness and Vocabulary Knowledge.
Examining transactional influences between reading achievement and antisocially-behaving friends.
Expanding the developmental models of writing
Expanding the environment
Exploring how nature and nurture affect the development of reading
Exploring the Co-Development of Reading Fluency and Reading Comprehension
Floor effects associated with universal screening and their impact on the early identification of reading disabilities.
Genetic and environmental influences on early literacy skills across school grade contexts.
Genetic influence on literacy constructs in kindergarten and first grade
Home Environmental and Behavioral Risk Indices for Reading Achievement.
Identifying and Intervening with Beginning Readers Who Are At-Risk for Dyslexia
importance of measuring growth in response to intervention models
Incorporating RTI in a Hybrid Model of Reading Disability.
Investigating Predictors of Listening Comprehension in Third-, Seventh-, and Tenth-Grade Students
longitudinal cluster-randomized controlled study on the accumulating effects of individualized literacy instruction on students' reading from first through third grade.
Misunderstood statistical assumptions undermine criticism of the National Early Literacy Panel's Report.
Predicting First Grade Reading Performance from Kindergarten Response to Tier 1 Instruction.
Professional development to differentiate kindergarten Tier 1 instruction
Quantile Regression Approach to Understanding the Relations Among Morphological Awareness, Vocabulary, and Reading Comprehension in Adult Basic Education Students.
Rapid serial naming and reading ability
Relations among student attention behaviors, teacher practices, and beginning word reading skill.
Simulation Study on the Performance of the Simple Difference and Covariance-Adjusted Scores in Randomized Experimental Designs.
Testing the Impact of Child Characteristics × Instruction Interactions on Third Graders' Reading Comprehension by Differentiating Literacy Instruction.
There Is a World Outside of Experimental Designs
To Wait in Tier 1 or Intervene Immediately
Understanding Inadequate Response to First Grade Multi-Tier Intervention
update on the Florida State Twin Registry.
Using Simulations to Investigate the Longitudinal Stability of Alternative Schemes for Classifying and Identifying Children with Reading Disabilities.
Writing Evaluation