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Behavioral genetic approach to the study of dyslexia.
Comparing two forms of dynamic assessment and traditional assessment of preschool phonological awareness.
Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia
Developmental relations between reading fluency and reading comprehension
Developmental relations between vocabulary knowledge and reading comprehension
Dynamic assessment and its implications for RTI models.
Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic.
Gender Differences in Reading Impairment and in the Identification of Impaired Readers
Learning letter names and sounds
Modeling the co-development of correlated processes with longitudinal and cross-construct effects.
Reconsidering the simple view of reading in an intriguing case of equivalent models