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Evaluating the dimensionality of first-grade written composition.
Examining Associations Among ADHD, Homework Behavior, and Reading Comprehension
Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic.
Expanding the environment
Exploring the Co-Development of Reading Fluency and Reading Comprehension
Exploring how nature and nurture affect the development of reading
Genetic and environmental influences on early literacy skills across school grade contexts.
Genetic influence on literacy constructs in kindergarten and first grade
Evaluating the components of an emergent literacy intervention for preschool children at risk for reading difficulties.
First graders' literacy and self-regulation gains
Lexical decision as an endophenotype for reading comprehension
Inattention, hyperactivity, and emergent literacy
Identifying preschool children at risk of later reading difficulties
Identifying learning patterns of children at risk for Specific Reading Disability.
Behavioral genetic approach to the study of dyslexia.
Bidirectional relations between phonological awareness and letter knowledge in preschool revisited
Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia
Dialect variation and reading
Developmental relations between reading fluency and reading comprehension
Developmental relations between vocabulary knowledge and reading comprehension
BDNF Val66Met Polymorphism Influences Reading Ability and Patterns of Neural Activation in Children.
Reciprocal Effects of Self-Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School.
Reading and a diffusion model analysis of reaction time.
Relations among student attention behaviors, teacher practices, and beginning word reading skill.
Spelling well despite developmental language disorder
Quantile Regression Approach to Understanding the Relations Among Morphological Awareness, Vocabulary, and Reading Comprehension in Adult Basic Education Students.
Predictive validity of the get ready to read! Screener
Teacher quality moderates the genetic effects on early reading.
Same or different? Insights into the etiology of phonological awareness and rapid naming.
componential model of reading
synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties.
relation of linguistic awareness and vocabulary to word reading and spelling for first-grade students participating in response to intervention.
utility and accuracy of oral reading fluency score types in predicting reading comprehension.