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Inhibition, Updating Working Memory, And Shifting Predict Reading Disability Symptoms In A Hybrid Model
Developmental Trajectories of Writing Skills in First Grade
Kindergarten Predictors of Third Grade Writing
Towards an understanding of dimensions, predictors, and gender gap in written composition
Language, literacy, attentional behaviors, and instructional quality predictors of written composition for first graders
relation of linguistic awareness and vocabulary to word reading and spelling for first-grade students participating in response to intervention
contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners
Componential skills of beginning writing
Exploring the Amount and Type of Writing Instruction during Language Arts Instruction in Kindergarten Classrooms.
Identifying and Intervening with Beginning Readers Who Are At-Risk for Dyslexia
Impact of Transcription Writing Interventions for First-Grade Students.
Modeling Oral Reading Fluency Development in Latino Students
Examining the contribution of handwriting and spelling to written expression in kindergarten children.
Kindergarten Predictors of Third Grade Writing.
Preparing beginning reading teachers
To Wait in Tier 1 or Intervene Immediately
Relationship of Print Reading in Tier I Instruction and Reading Achievement for Kindergarten Students At-Risk for Reading Difficulties.
Relations among student attention behaviors, teacher practices, and beginning word reading skill.
Teaching Word Identification to Students with Reading Difficulties and Disabilities.
THE CHALLENGING ROLE OF A READING COACH, A CAUTIONARY TALE.
Effectiveness of Early Phonological Awareness Interventions for Students with Speech or Language Impairments.
Examination of Kindergarten Oral Language for African American Students
Home Literacy Environments of Young Children with Down Syndrome
Evidence-Based Reading Instruction for Individuals with Autism Spectrum Disorders.
Evaluating the dimensionality of first-grade written composition.
Academic Responding During Instruction and Reading Outcomes for Kindergarten Students At-risk for Reading Difficulties.
"Waiting to Fail" Redux
Advanced Reading Comprehension Expectations in Secondary School
Assessment Data-Informed Guidance to Individualize Kindergarten Reading Instruction
Amount of Time in Print Reading in General Education Kindergarten Classrooms
Early Literacy Instruction and Intervention.
Comprehension Tools for Teachers
Componential skills of beginning writing
Development of oral reading fluency in children with speech or language impairments
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.
Oral Reading Fluency Development for Children with Emotional Disturbance or Learning Disabilities.
Improving Kindergarten Students' Writing Outcomes Using Peer-assisted Strategies
Towards an understanding of dimensions, predictors, and gender gap in written composition.
componential model of reading
Understanding Inadequate Response to First Grade Multi-Tier Intervention
Writing Evaluation
Writing fluency and quality in kindergarten and first grade
relation of linguistic awareness and vocabulary to word reading and spelling for first-grade students participating in response to intervention.
longitudinal cluster-randomized controlled study on the accumulating effects of individualized literacy instruction on students' reading from first through third grade.
contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners.