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Development of oral reading fluency in children with speech or language impairments
Dynamic assessment and response to intervention
Predictive validity of the get ready to read! Screener
Floor effects associated with universal screening and their impact on the early identification of reading disabilities.
Identifying preschool children at risk of later reading difficulties
Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic.
Comparing two forms of dynamic assessment and traditional assessment of preschool phonological awareness.
Dynamic assessment and its implications for RTI models.
Relations among student attention behaviors, teacher practices, and beginning word reading skill.
componential model of reading
Examining the measurement precision and invariance of the revised get ready to read!
Reconsidering the simple view of reading in an intriguing case of equivalent models
synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties.
Academic Achievement Among Juvenile Detainees.
Gender Differences in Reading Impairment and in the Identification of Impaired Readers
Examining Associations Among ADHD, Homework Behavior, and Reading Comprehension
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.
Inhibitory Control of Spanish-Speaking Language-Minority Preschool Children