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Importance of Predictive Power in Early Screening Assessments
Anxiety sensitivity profile
Temporal dynamics of the action-sentence compatibility effect.
Development of oral reading fluency in children with speech or language impairments
Patterns of experience with verbs affect long-term cumulative structural priming.
Same or different? Insights into the etiology of phonological awareness and rapid naming.
Dynamic assessment and response to intervention
Predictive validity of the get ready to read! Screener
Floor effects associated with universal screening and their impact on the early identification of reading disabilities.
Exploration of anxiety sensitivity and distress tolerance as vulnerability factors for hoarding behaviors.
Conners' Teacher Rating Scale for preschool children
At the height of fashion
Does visual speech information affect word segmentation?
Identifying preschool children at risk of later reading difficulties
evaluation of two emergent literacy screening tools for preschool children.
Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia
Learning letter names and sounds
Teaching children with autism to read for meaning
Effectiveness of Early Phonological Awareness Interventions for Students with Speech or Language Impairments.
Evidence-Based Reading Instruction for Individuals with Autism Spectrum Disorders.
Teacher quality moderates the genetic effects on early reading.
Fostering Alphabet Knowledge Development
Genetic influence on literacy constructs in kindergarten and first grade
Developing Early Literacy Skills
Processing time shifts affects the execution of motor responses.
Behavioral genetic approach to the study of dyslexia.
Behavior, brain, and genome in genomic disorders
Cross-informant symptoms from CBCL, TRF, and YSR
utility and accuracy of oral reading fluency score types in predicting reading comprehension.
application of the elastic net for an endophenotype analysis.
In search of the perfect phenotype
Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic.
Examining the dimensionality of effortful control in preschool children and its relation to academic and socioemotional indicators.
Comparing two forms of dynamic assessment and traditional assessment of preschool phonological awareness.
Relations Among Oral Reading Fluency, Silent Reading Fluency, and Reading Comprehension
Sources of Cognitive Exploration
Assessment Data-Informed Guidance to Individualize Kindergarten Reading Instruction
Predicting First Grade Reading Performance from Kindergarten Response to Tier 1 Instruction.
Structural priming as implicit learning
Contributions of Emergent Literacy Skills to Name Writing, Letter Writing, and Spelling in Preschool Children.
Dynamic assessment and its implications for RTI models.
BDNF Val66Met and cognition
Global statistical learning in a visual search task.
Searching for Potocki-Lupski syndrome phenotype
Assessment of Preschool Early Literacy Skills
Dialect variation and reading
Relations among student attention behaviors, teacher practices, and beginning word reading skill.
Rapid serial naming and reading ability
importance of measuring growth in response to intervention models
componential model of reading

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