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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.
Dialect variation and reading
Core vocabulary in written personal narratives of school-age children.
Developmental relations between vocabulary knowledge and reading comprehension
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
Semantic Structure in Vocabulary Knowledge Interacts With Lexical and Sentence Processing in Infancy.
Evaluating the dimensionality of first-grade written composition.
Identifying learning patterns of children at risk for Specific Reading Disability.
IRTs of the ABCs
Bidirectional relations between phonological awareness and letter knowledge in preschool revisited