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investigation of morphological awareness and processing in adults with low literacy.
IRTs of the ABCs
Is long-term structural priming affected by patterns of experience with individual verbs?
Is Oral/Text Reading Fluency a "Bridge" to Reading Comprehension?
Kindergarten Predictors of Third Grade Writing.
Language, literacy, attentional behaviors, and instructional quality predictors of written composition for first graders.
Large-Scale Study of Specific Reading Comprehension Disability.
Lattice Model of the Development of Reading Comprehension.
Learning letter names and sounds
Learning to write letters
Lexical decision as an endophenotype for reading comprehension
Lexical processing deficits in children with developmental language disorder
Long and Short Term Cumulative Structural Priming Effects.
Long Term Effects of First Grade Multi-Tier Intervention.
longitudinal cluster-randomized controlled study on the accumulating effects of individualized literacy instruction on students' reading from first through third grade.
Measurement Invariance of the Chinese Gifted Rating Scales
Misunderstood statistical assumptions undermine criticism of the National Early Literacy Panel's Report.
Modeling Oral Reading Fluency Development in Latino Students
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.
Modeling the development of written language.
Modeling the early language trajectory of language development and its relation to poor reading comprehension
Multi-Method Assessment of ADHD Characteristics in Preschool Children
Name-writing proficiency, not length of name, is associated with preschool children's emergent literacy skills.
Negative affect shares genetic and environmental influences with symptoms of childhood internalizing and externalizing disorders.
Oral Reading Fluency Development for Children with Emotional Disturbance or Learning Disabilities.
Patterns of experience with verbs affect long-term cumulative structural priming.
Precision Education Initiative
Predicting First Grade Reading Performance from Kindergarten Response to Tier 1 Instruction.
Predicting kindergartners' end of year spelling ability from their reading, alphabetic, vocabulary, and phonological awareness skills, and prior literacy experiences.
Predictive validity of the get ready to read! Screener
Preparing beginning reading teachers
Processing time shifts affects the execution of motor responses.
Professional development to differentiate kindergarten Tier 1 instruction
Psychometric Analysis of the Diagnostic Evaluation of Language Variation Assessment.
Quantile Regression Approach to Understanding the Relations Among Morphological Awareness, Vocabulary, and Reading Comprehension in Adult Basic Education Students.
Quantile regression in the study of developmental sciences.
Rapid serial naming and reading ability
Reading and a diffusion model analysis of reaction time.
Reciprocal Effects of Self-Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School.
Reconsidering the simple view of reading in an intriguing case of equivalent models
Reducing Children's Risk for Later Reading Disabilities
relation of linguistic awareness and vocabulary to word reading and spelling for first-grade students participating in response to intervention.
Relations Among Children's Use of Dialect and Literacy Skills
Relations Among Oral Reading Fluency, Silent Reading Fluency, and Reading Comprehension
Relations among student attention behaviors, teacher practices, and beginning word reading skill.
Relations between response trajectories on the continuous performance test and teacher-rated problem behaviors in preschoolers.
Relationship Between a Silent Reading Fluency Instructional Protocol on Students' Reading Comprehension and Achievement in an Urban School Setting.
Relationship of Print Reading in Tier I Instruction and Reading Achievement for Kindergarten Students At-Risk for Reading Difficulties.
Relative Contributions of Pre-Kindergarten and Kindergarten to Children's Literacy and Mathematics Skills.

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