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