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Examining the Underlying Dimensions of Morphological Awareness and Vocabulary Knowledge.
Fostering Alphabet Knowledge Development
From Scribbles to Scrabble
Exploring the Amount and Type of Writing Instruction during Language Arts Instruction in Kindergarten Classrooms.
Examining the contribution of handwriting and spelling to written expression in kindergarten children.
Individual and group sensitivity to remedial reading program design
Improving the Reliability of Student Scores from Speeded Assessments
Is Oral/Text Reading Fluency a "Bridge" to Reading Comprehension?
Modeling the development of written language.
Applying a Multiple Group Causal Indicator Modeling Framework to the Reading Comprehension Skills of Third, Seventh, and Tenth Grade Students.
Writing Quality in Chinese Children
Preparing beginning reading teachers
Rapid serial naming and reading ability
contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners.
effects of teacher read-alouds and student silent reading on predominantly bilingual high school seniors' learning and retention of social studies content.
Dominance Analysis Approach to Determining Predictor Importance in Third, Seventh, and Tenth Grade Reading Comprehension Skills.
Dialect variation, dialect-shifting, and reading comprehension in second grade.
Developmental and Individual Differences in Chinese Writing.
Contribution of Vocabulary Knowledge and Spelling to the Reading Comprehension of Adolescents Who Are and Are Not English Language Learners.
Statistical Learning is Related to Early Literacy-Related Skills.
Structure of Oral Language and Reading and Their Relation to Comprehension in Kindergarten through Grade 2.