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Common genetic and nonshared environmental factors contribute to the association between socioemotional dispositions and the externalizing factor in children.
Comparing two forms of dynamic assessment and traditional assessment of preschool phonological awareness.
componential model of reading
Developmental relations between vocabulary knowledge and reading comprehension
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.
Factor structure and aetiological architecture of the BRIEF
Lexical decision as an endophenotype for reading comprehension
Modeling the co-development of correlated processes with longitudinal and cross-construct effects.
Reading and a diffusion model analysis of reaction time.
Relations among student attention behaviors, teacher practices, and beginning word reading skill.
Same or different? Insights into the etiology of phonological awareness and rapid naming.