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Applying a Multiple Group Causal Indicator Modeling Framework to the Reading Comprehension Skills of Third, Seventh, and Tenth Grade Students.
Developmental and Individual Differences in Chinese Writing.
Examining the Underlying Dimensions of Morphological Awareness and Vocabulary Knowledge.
Fostering Alphabet Knowledge Development
Is Oral/Text Reading Fluency a "Bridge" to Reading Comprehension?
Modeling the development of written language.
Rapid serial naming and reading ability
Writing Quality in Chinese Children