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Anxiety sensitivity profile
Temporal dynamics of the action-sentence compatibility effect.
Development of oral reading fluency in children with speech or language impairments
Patterns of experience with verbs affect long-term cumulative structural priming.
Same or different? Insights into the etiology of phonological awareness and rapid naming.
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.
Exploration of anxiety sensitivity and distress tolerance as vulnerability factors for hoarding behaviors.
Conners' Teacher Rating Scale for preschool children
At the height of fashion
Does visual speech information affect word segmentation?
Identifying preschool children at risk of later reading difficulties
evaluation of two emergent literacy screening tools for preschool children.
Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia
Learning letter names and sounds
Teaching children with autism to read for meaning
Teacher quality moderates the genetic effects on early reading.
Genetic influence on literacy constructs in kindergarten and first grade
Processing time shifts affects the execution of motor responses.
Behavioral genetic approach to the study of dyslexia.
Behavior, brain, and genome in genomic disorders
Cross-informant symptoms from CBCL, TRF, and YSR
utility and accuracy of oral reading fluency score types in predicting reading comprehension.
application of the elastic net for an endophenotype analysis.
In search of the perfect phenotype
Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic.
Examining the dimensionality of effortful control in preschool children and its relation to academic and socioemotional indicators.
Comparing two forms of dynamic assessment and traditional assessment of preschool phonological awareness.
Structural priming as implicit learning
Dynamic assessment and its implications for RTI models.
BDNF Val66Met and cognition
Global statistical learning in a visual search task.
Searching for Potocki-Lupski syndrome phenotype
Dialect variation and reading
Relations among student attention behaviors, teacher practices, and beginning word reading skill.
componential model of reading
balanced t(10;15) translocation in a male patient with developmental language disorder.
Reading and a diffusion model analysis of reaction time.
IRTs of the ABCs
Developmental relations between reading fluency and reading comprehension
Negative affect shares genetic and environmental influences with symptoms of childhood internalizing and externalizing disorders.
Lexical decision as an endophenotype for reading comprehension
Age-related changes of gene expression in the neocortex
update on the Florida State Twin Registry.
Evaluating the components of an emergent literacy intervention for preschool children at risk for reading difficulties.
Changes in task-extrinsic context do not affect the persistence of long-term cumulative structural priming.
Inattention, hyperactivity, and emergent literacy
Comparison of whole-genome DNA methylation patterns in whole blood, saliva, and lymphoblastoid cell lines.
COMT Val/Met polymorphism is associated with reading-related skills and consistent patterns of functional neural activation.

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