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Cross-informant symptoms from CBCL, TRF, and YSR
Cross-Study Differences in the Etiology of Reading Comprehension
Defining Success in Adult Basic Education Settings
Depressive symptoms in third-grade teachers
Developing Early Literacy Skills
Developing Early Literacy Skills
Development and Validation of a Principal Implementation Practices Measure
Development of oral reading fluency in children with speech or language impairments
Developmental and Individual Differences in Chinese Writing.
Developmental Relations between Reading and Writing at the Word, Sentence and Text Levels
Developmental relations between reading fluency and reading comprehension
Developmental relations between vocabulary knowledge and reading comprehension
Developmental trajectories of writing skills in first grade
Developmental, Component-Based Model of Reading Fluency
Dialect variation and reading
Dialect variation, dialect-shifting, and reading comprehension in second grade.
Dimensionality and Reliability of Letter Writing in 3- to 5-Year-Old Preschool Children.
Do Our Means of Inquiry Match our Intentions?
Does visual speech information affect word segmentation?
Dominance Analysis Approach to Determining Predictor Importance in Third, Seventh, and Tenth Grade Reading Comprehension Skills.
Dynamic assessment and its implications for RTI models.
Dynamic assessment and response to intervention
Early Literacy Instruction and Intervention.
Early Numeracy Assessment
Education in Juvenile Detention Facilities in the State of Connecticut
Effectiveness of Early Phonological Awareness Interventions for Students with Speech or Language Impairments.
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.
Emergent Writing in Preschoolers
End-of-Kindergarten Spelling Outcomes
Evaluating the components of an emergent literacy intervention for preschool children at risk for reading difficulties.
Evaluating the dimensionality of first-grade written composition.
Evaluating the impact of feedback on elementary aged students' fluency growth in written expression
evaluation of two emergent literacy screening tools for preschool children.
Evidence for Common Etiological Influences on Early Literacy Skills in Kindergarten.
Evidence-Based Reading Instruction for Individuals with Autism Spectrum Disorders.
Examination of Kindergarten Oral Language for African American Students
Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic.
Examining Associations Among ADHD, Homework Behavior, and Reading Comprehension
Examining General and Specific Factors in the Dimensionality of Oral Language and Reading in 4th-10th Grades.
Examining the contribution of handwriting and spelling to written expression in kindergarten children.
Examining the dimensionality of effortful control in preschool children and its relation to academic and socioemotional indicators.
Examining the etiological associations among higher-order temperament dimensions.
Examining the factor structure and etiology of prosociality.
Examining the Factor Structure and Structural Invariance of the PANAS Across Children, Adolescents, and Young Adults.
Examining the genetic and environmental associations among spelling, reading fluency, reading comprehension and a high stakes reading test in a combined sample of third and fourth grade students.
Examining the measurement precision and invariance of the revised get ready to read!
Examining the predictive relations between two aspects of self-regulation and growth in preschool children's early literacy skills.
Examining the relations between self-regulation and achievement in third grade students.
Examining the Relationships of Component Reading Skills to Reading Comprehension in Struggling Adult Readers

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