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Individual Differences in Reading Skill Are Related to Trial-by-Trial Neural Activation Variability in the Reading Network.
Genetic and environmental influences on early literacy skills across school grade contexts.
Academic Achievement Among Juvenile Detainees.
Gender Differences in Reading Impairment and in the Identification of Impaired Readers
Commentary on two classroom observation systems
Examining Associations Among ADHD, Homework Behavior, and Reading Comprehension
Attentional but not pre-attentive neural measures of auditory discrimination are atypical in children with developmental language disorder.
Examining the Relationships of Component Reading Skills to Reading Comprehension in Struggling Adult Readers
Quantile Regression Approach to Understanding the Relations Among Morphological Awareness, Vocabulary, and Reading Comprehension in Adult Basic Education Students.
Examining the Factor Structure and Structural Invariance of the PANAS Across Children, Adolescents, and Young Adults.
Identifying learning patterns of children at risk for Specific Reading Disability.
Examining the Underlying Dimensions of Morphological Awareness and Vocabulary Knowledge.
Examining General and Specific Factors in the Dimensionality of Oral Language and Reading in 4th-10th Grades.
Factor structure and aetiological architecture of the BRIEF
Children's behavioral regulation and literacy
Developmental, Component-Based Model of Reading Fluency
Inhibitory Control of Spanish-Speaking Language-Minority Preschool Children
Executive function of Spanish-speaking language-minority preschoolers
Bidirectional relations between phonological awareness and letter knowledge in preschool revisited
Examining the genetic and environmental associations among spelling, reading fluency, reading comprehension and a high stakes reading test in a combined sample of third and fourth grade students.
Response to Instruction in Preschool
Dialect variation, dialect-shifting, and reading comprehension in second grade.
Genome-Wide Association and Exome Sequencing Study of Language Disorder in an Isolated Population.
Factor structure and utility of the Behavior Rating Inventory of Executive Function-Preschool Version.
Consequences of Misspecifying Levels of Variance in Cross-Classified Longitudinal Data Structures.
Reciprocal Effects of Self-Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School.
Professional development to differentiate kindergarten Tier 1 instruction
Advanced Reading Comprehension Expectations in Secondary School
Do Our Means of Inquiry Match our Intentions?
BDNF Val66Met Polymorphism Influences Reading Ability and Patterns of Neural Activation in Children.
Core vocabulary in written personal narratives of school-age children.
Cross-Study Differences in the Etiology of Reading Comprehension
Classroom Age Composition and Vocabulary Development Among At-Risk Preschoolers.
Modeling the co-development of correlated processes with longitudinal and cross-construct effects.
Examining the predictive relations between two aspects of self-regulation and growth in preschool children's early literacy skills.
Exploring the Co-Development of Reading Fluency and Reading Comprehension
Lattice Model of the Development of Reading Comprehension.
Exploring the Dimensionality of Morphological Knowledge for Adolescent Readers.
Expanding the developmental models of writing
BDNF ValMet polymorphism is associated with structural neuroanatomical differences in young children.
Examining the relations between self-regulation and achievement in third grade students.
Comprehension Problems for Second-Language Learners with Poor Reading Comprehension despite Adequate Decoding
Acquiring Science and Social Studies Knowledge in Kindergarten Through Fourth Grade
Precision Education Initiative
Agreement Among Traditional and RTI-based Definitions of Reading-Related Learning Disability with Preschool Children.
End-of-Kindergarten Spelling Outcomes
Impact of Transcription Writing Interventions for First-Grade Students.
Writing Evaluation
Home Environmental and Behavioral Risk Indices for Reading Achievement.
Individualizing Student Instruction in Reading

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