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"Waiting to Fail" Redux
Examining the Underlying Dimensions of Morphological Awareness and Vocabulary Knowledge.
Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic.
Fostering Alphabet Knowledge Development
Gender Differences in Reading Impairment and in the Identification of Impaired Readers
Learning letter names and sounds
Large-Scale Study of Specific Reading Comprehension Disability.
Long Term Effects of First Grade Multi-Tier Intervention.
Incorporating RTI in a Hybrid Model of Reading Disability.
Is Oral/Text Reading Fluency a "Bridge" to Reading Comprehension?
Modeling the co-development of correlated processes with longitudinal and cross-construct effects.
Modeling the development of written language.
Modeling the Co-Development of Correlated Processes with Longitudinal and Cross-Construct Effects
Applying a Multiple Group Causal Indicator Modeling Framework to the Reading Comprehension Skills of Third, Seventh, and Tenth Grade Students.
Comparing two forms of dynamic assessment and traditional assessment of preschool phonological awareness.
Behavioral genetic approach to the study of dyslexia.
importance of measuring growth in response to intervention models
Vocabulary and Reading Comprehension
Uniqueness and Overlap
Writing Quality in Chinese Children
Rapid serial naming and reading ability
Using Simulations to Investigate the Longitudinal Stability of Alternative Schemes for Classifying and Identifying Children with Reading Disabilities.
Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia
Comprehension Problems for Second-Language Learners with Poor Reading Comprehension despite Adequate Decoding
Componential skills of beginning writing
Developing Early Literacy Skills
Developmental Relations between Reading and Writing at the Word, Sentence and Text Levels
Developmental relations between reading fluency and reading comprehension
Developmental and Individual Differences in Chinese Writing.
Developmental relations between vocabulary knowledge and reading comprehension
Dynamic assessment and its implications for RTI models.
Reconsidering the simple view of reading in an intriguing case of equivalent models
Relations Among Oral Reading Fluency, Silent Reading Fluency, and Reading Comprehension
Specific Reading Comprehension Disability
Text (Oral) Reading Fluency as a Construct in Reading Development
Text Comprehension Mediates Morphological Awareness, Syntactic Processing, and Working Memory in Predicting Chinese Written Composition Performance.
To Wait in Tier 1 or Intervene Immediately
Genome-Wide Polygenic Scores Predict Reading Performance Throughout the School Years.