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Writing Quality in Chinese Children
Vocabulary and Reading Comprehension
Using Simulations to Investigate the Longitudinal Stability of Alternative Schemes for Classifying and Identifying Children with Reading Disabilities.
Uniqueness and Overlap
To Wait in Tier 1 or Intervene Immediately
Text Comprehension Mediates Morphological Awareness, Syntactic Processing, and Working Memory in Predicting Chinese Written Composition Performance.
Text (Oral) Reading Fluency as a Construct in Reading Development
Specific Reading Comprehension Disability
Relations Among Oral Reading Fluency, Silent Reading Fluency, and Reading Comprehension
Reconsidering the simple view of reading in an intriguing case of equivalent models
Rapid serial naming and reading ability
Modeling the development of written language.
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
Long Term Effects of First Grade Multi-Tier Intervention.
Learning letter names and sounds
Large-Scale Study of Specific Reading Comprehension Disability.
Is Oral/Text Reading Fluency a "Bridge" to Reading Comprehension?
Incorporating RTI in a Hybrid Model of Reading Disability.
importance of measuring growth in response to intervention models
Genome-Wide Polygenic Scores Predict Reading Performance Throughout the School Years.
Gender Differences in Reading Impairment and in the Identification of Impaired Readers
Fostering Alphabet Knowledge Development
Examining the Underlying Dimensions of Morphological Awareness and Vocabulary Knowledge.
Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic.
Dynamic assessment and its implications for RTI models.
Developmental relations between vocabulary knowledge and reading comprehension
Developmental relations between reading fluency and reading comprehension
Developmental Relations between Reading and Writing at the Word, Sentence and Text Levels
Developmental and Individual Differences in Chinese Writing.
Developing Early Literacy Skills
Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia
Comprehension Problems for Second-Language Learners with Poor Reading Comprehension despite Adequate Decoding
Componential skills of beginning writing
Comparing two forms of dynamic assessment and traditional assessment of preschool phonological awareness.
Behavioral genetic approach to the study of dyslexia.
Applying a Multiple Group Causal Indicator Modeling Framework to the Reading Comprehension Skills of Third, Seventh, and Tenth Grade Students.
"Waiting to Fail" Redux