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Examining the Relationships of Component Reading Skills to Reading Comprehension in Struggling Adult Readers
Examining the measurement precision and invariance of the revised get ready to read!
Gender Differences in Reading Impairment and in the Identification of Impaired Readers
Floor effects associated with universal screening and their impact on the early identification of reading disabilities.
Identifying preschool children at risk of later reading difficulties
Inhibitory Control of Spanish-Speaking Language-Minority Preschool Children
Quantile Regression Approach to Understanding the Relations Among Morphological Awareness, Vocabulary, and Reading Comprehension in Adult Basic Education Students.
Relations among student attention behaviors, teacher practices, and beginning word reading skill.
Reconsidering the simple view of reading in an intriguing case of equivalent models
Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic.
Examining Associations Among ADHD, Homework Behavior, and Reading Comprehension
Academic Achievement Among Juvenile Detainees.
Dynamic assessment and response to intervention
Dynamic assessment and its implications for RTI models.
Comparing two forms of dynamic assessment and traditional assessment of preschool phonological awareness.
Development of oral reading fluency in children with speech or language impairments
Predictive validity of the get ready to read! Screener
componential model of reading
synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties.