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Attentional but not pre-attentive neural measures of auditory discrimination are atypical in children with developmental language disorder.
Comparing two forms of dynamic assessment and traditional assessment of preschool phonological awareness.
Dialect variation and reading
Dynamic assessment and its implications for RTI models.
Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic.
relation of linguistic awareness and vocabulary to word reading and spelling for first-grade students participating in response to intervention.
Spelling well despite developmental language disorder
synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties.