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Writing Quality in Chinese Children
Writing fluency and quality in kindergarten and first grade
Writing Evaluation
Vocabulary and Reading Comprehension
Very Early Language Skills of Fifth-Grade Poor Comprehenders.
Variations in the Home Literacy Environment of Preschool Children
Validity of a Holistically Scored Retell Protocol for Determining the Reading Comprehension of Middle School Students.
Validation of the Gifted Rating Scales-School Form in China.
utility and accuracy of oral reading fluency score types in predicting reading comprehension.
Using Simulations to Investigate the Longitudinal Stability of Alternative Schemes for Classifying and Identifying Children with Reading Disabilities.
Use of a Measure of Reading Comprehension to Enhance Prediction on the State High Stakes Assessment.
update on the Florida State Twin Registry.
Uniqueness and Overlap
Understanding Inadequate Response to First Grade Multi-Tier Intervention
Towards an understanding of dimensions, predictors, and gender gap in written composition.
Top-down and bottom-up contributions to understanding sentences describing objects in motion.
To Wait in Tier 1 or Intervene Immediately
There Is a World Outside of Experimental Designs
Text Comprehension Mediates Morphological Awareness, Syntactic Processing, and Working Memory in Predicting Chinese Written Composition Performance.
Text (Oral) Reading Fluency as a Construct in Reading Development
Testing the Impact of Child Characteristics × Instruction Interactions on Third Graders' Reading Comprehension by Differentiating Literacy Instruction.
Temporal dynamics of the action-sentence compatibility effect.
Teaching Word Identification to Students with Reading Difficulties and Disabilities.
Teaching children with autism to read for meaning
Teacher quality moderates the genetic effects on early reading.
synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties.
Successful phonological awareness instruction with preschool children
Structure of Oral Language and Reading and Their Relation to Comprehension in Kindergarten through Grade 2.
Structural priming as implicit learning
Statistical Learning is Related to Early Literacy-Related Skills.
Spelling well despite developmental language disorder
Specific Reading Comprehension Disability
Sources of Cognitive Exploration
Socioeconomic and gender group differences in early literacy skills
Simulation Study on the Performance of the Simple Difference and Covariance-Adjusted Scores in Randomized Experimental Designs.
Searching for Potocki-Lupski syndrome phenotype
Schooling and variation in the COMT gene
School profiles of at-risk student concentration
Same or different? Insights into the etiology of phonological awareness and rapid naming.
Revised Learning and Study Strategies Inventory
Response to Intervention.
Response to Instruction in Preschool
Reliability and Validity of a Spanish Translated Version of the Gifted Rating Scales.
Relative Contributions of Pre-Kindergarten and Kindergarten to Children's Literacy and Mathematics Skills.
Relationship of Print Reading in Tier I Instruction and Reading Achievement for Kindergarten Students At-Risk for Reading Difficulties.
Relationship Between a Silent Reading Fluency Instructional Protocol on Students' Reading Comprehension and Achievement in an Urban School Setting.
Relations between response trajectories on the continuous performance test and teacher-rated problem behaviors in preschoolers.
Relations among student attention behaviors, teacher practices, and beginning word reading skill.
Relations Among Oral Reading Fluency, Silent Reading Fluency, and Reading Comprehension
Relations Among Children's Use of Dialect and Literacy Skills

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