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Writing Quality in Chinese Children
Writing fluency and quality in kindergarten and first grade
Writing Evaluation
Structure of Oral Language and Reading and Their Relation to Comprehension in Kindergarten through Grade 2.
Statistical Learning is Related to Early Literacy-Related Skills.
Rapid serial naming and reading ability
Preparing beginning reading teachers
Modeling the development of written language.
Is Oral/Text Reading Fluency a "Bridge" to Reading Comprehension?
Individual and group sensitivity to remedial reading program design
Improving the Reliability of Student Scores from Speeded Assessments
From Scribbles to Scrabble
Fostering Alphabet Knowledge Development
Exploring the Amount and Type of Writing Instruction during Language Arts Instruction in Kindergarten Classrooms.
Examining the Underlying Dimensions of Morphological Awareness and Vocabulary Knowledge.
Examining the contribution of handwriting and spelling to written expression in kindergarten children.
effects of teacher read-alouds and student silent reading on predominantly bilingual high school seniors' learning and retention of social studies content.
Dominance Analysis Approach to Determining Predictor Importance in Third, Seventh, and Tenth Grade Reading Comprehension Skills.
Dialect variation, dialect-shifting, and reading comprehension in second grade.
Developmental and Individual Differences in Chinese Writing.
contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners.
Contribution of Vocabulary Knowledge and Spelling to the Reading Comprehension of Adolescents Who Are and Are Not English Language Learners.
Applying a Multiple Group Causal Indicator Modeling Framework to the Reading Comprehension Skills of Third, Seventh, and Tenth Grade Students.
Academic Responding During Instruction and Reading Outcomes for Kindergarten Students At-risk for Reading Difficulties.