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Causal-Effect of Cross-Language Transfer of Phonological Awareness
Simulation Study on the Performance of the Simple Difference and Covariance Adjusted Scores in Randomized Experimental          Designs
Distances Between Word Reading and Comprehension
Radical Awareness Among Chinese-as-a-Foreign-Language Learners
Classroom Organization by Prior Performance Interactions as Predictors of Literacy and Language Achievement
Using Partially Observed Markov Decision Processes (POMDPs) to Implement a Response to Intervention (RTI) Framework for Early                 Reading
Structure and Nature of Executive Functions in 3- and 4-Year-Old Children
Effects of Game-Based Learning in an Opensim-Supported Virtual Environment for Mathematical Performance
Instructional Factors Predicting Student Outcomes for Fourth-Grade Struggling Readers
Assessing the Importance of Metalinguistic Skills to the Word Reading and Reading Comprehension Abilities of Adult Basic Education Students
Comparing Reading Skills and Eye Movement Behavior of Low-Skilled Adult Readers and Typically Developing Child Readers
Writing Instruction in Third Grade Classrooms and Effects on Students' Literacy Achievement
Parenting Behaviors and Cognitive Development in Early Childhood Parenting Behaviors and Cognitive Development
Classification of Language and Literacy Skills in First Grade
Utilizing Curriculum-Based Measurements of Writing in Third and Fifth Grade
Bayesian Hierarchical Mixture Approach to Model Timing Data with Application to Writing Assessment
Development of Writing
Linguistic Profiles of Spelling Errors in Fourth, Fifth, and Seventh Grade Students
Stability of Special Education Eligibility from Kindergarten to Third Grade
Factors Affecting the Development of Second Grade Spelling at the Teacher, Student, and          Word Level
Predictors of Reading Comprehension
Relations Among Elementary Students' Use of Dialect and Concurrent and Subsequent Reading Outcomes
Towards an understanding of dimensions, predictors, and gender gap in written composition.
relation of linguistic awareness and vocabulary to word reading and spelling for first-grade students participating in response to intervention
relation of linguistic awareness and vocabulary to word reading and spelling for first-grade students participating in response to intervention.
utility and accuracy of oral reading fluency score types in predicting reading comprehension.
Unique Relation of Silent Reading Fluency to End-of-Year Reading Comprehension
Writing fluency and quality in kindergarten and first grade
Writing fluency and quality in kindergarten and first grade
effects of orthographic consistency on reading development
contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners.
contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners
Utility and Accuracy of Oral Reading Fluency Score Types in Predicting Reading Comprehension
Towards an understanding of dimensions, predictors, and gender gap in written composition
Dimensions of Discourse-Level Oral Language Skills and Their Relations to Reading Comprehension and Written Composition
Does Previewing Answer-Choice Options Improve Performance on a Reading Test?
Comprehension Tools for Teachers
Comprehension Tools for Teachers
Componential skills of beginning writing
Componential skills of beginning writing
Developmental trajectories of writing skills in first grade
Developmental, Component-Based Model of Reading Fluency
Developmental relations between reading fluency and reading comprehension
Developmental Trajectories of Writing Skills in First Grade
Contributions of Emergent Literacy Skills to Name Writing, Letter Writing, and Spelling in Preschool Children.
Considering word characteristics for spelling accuracy
Efficiency of Predicting Risk in Word Reading Using Fewer, Easier Letters.
Efficiency of Predicting Risk in Word Reading Using Fewer, Easier Letters
Effect of a Multicomponent Literacy Instruction Model on Literacy Growth for Kindergartners and First-Grade Students in Chile
Relations of emergent literacy skill development with conventional literacy skill development in Korean

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