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Acquiring Science and Social Studies Knowledge in Kindergarten Through Fourth Grade
Advanced (Measurement) Applications of Curriculum-Based Measurement in Reading.
Aggression and Violence in Sport
CBM Reading, Mathematics, and Written Expression at the Secondary Level
Classroom Age Composition and Vocabulary Development Among At-Risk Preschoolers.
Consequences of Misspecifying Levels of Variance in Cross-Classified Longitudinal Data Structures
Consequences of Misspecifying Levels of Variance in Cross-Classified Longitudinal Data Structures.
Considering word characteristics for spelling accuracy
Contribution of Vocabulary Knowledge and Spelling to the Reading Comprehension of Adolescents Who Are and Are Not English Language Learners.
Development and Validation of a Principal Implementation Practices Measure
Development of oral reading fluency in children with speech or language impairments
Developmental relations between vocabulary knowledge and reading comprehension
Dialect variation and reading
Dimensionality and Reliability of Letter Writing in 3- to 5-Year-Old Preschool Children.
Do Our Means of Inquiry Match our Intentions?
Do Our Means of Inquiry Match our Intentions?
effects of teacher read-alouds and student silent reading on predominantly bilingual high school seniors' learning and retention of social studies content.
Efficiency of Predicting Risk in Word Reading Using Fewer, Easier Letters.
Evaluating the impact of feedback on elementary aged students' fluency growth in written expression
Examining General and Specific Factors in the Dimensionality of Oral Language and Reading in 4th-10th Grades.
Examining the Underlying Dimensions of Morphological Awareness and Vocabulary Knowledge.
Exploring the Dimensionality of Morphological Knowledge for Adolescent Readers.
Exploring the Value Added of a Guided, Silent Reading Intervention
Floor effects associated with universal screening and their impact on the early identification of reading disabilities.
Gifted Rating Scales-Preschool/Kindergarten Form
Gifted Rating Scales-School Form
How Many Letters Should Preschoolers in Public Programs Know? The Diagnostic Efficiency of Various Preschool Letter-Naming Benchmarks for Predicting First-Grade Literacy Achievement.
Identifying Young Gifted Children Using the Gifted Rating Scales-Preschool/Kindergarten Form.
Importance of Predictive Power in Early Screening Assessments
Improving Kindergarten Students' Writing Outcomes Using Peer-assisted Strategies
Improving the Reliability of Student Scores from Speeded Assessments
Incorporating RTI in a Hybrid Model of Reading Disability.
Individual and group sensitivity to remedial reading program design
Influence of Testing Prompt and Condition on Middle School Students' Retell Performance.
Language general and specific factors in letter acquisition
Learning to write letters
Long Term Effects of First Grade Multi-Tier Intervention
Long Term Effects of First Grade Multi-Tier Intervention.
Measurement Invariance of the Chinese Gifted Rating Scales
Modeling Oral Reading Fluency Development in Latino Students
Modeling the Co-Development of Correlated Processes with Longitudinal and Cross-Construct Effects
Modeling the co-development of correlated processes with longitudinal and cross-construct effects.
Modeling the early language trajectory of language development and its relation to poor reading comprehension
Oral Reading Fluency Development for Children with Emotional Disturbance or Learning Disabilities.
Psychometric Analysis of the Diagnostic Evaluation of Language Variation Assessment.
Quantile regression in the study of developmental sciences.
Relations of emergent literacy skill development with conventional literacy skill development in Korean
Relationship Between a Silent Reading Fluency Instructional Protocol on Students' Reading Comprehension and Achievement in an Urban School Setting.
Reliability and Validity of a Spanish Translated Version of the Gifted Rating Scales.
Revised Learning and Study Strategies Inventory

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