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Towards an understanding of dimensions, predictors, and gender gap in written composition.
Variations in the Home Literacy Environment of Preschool Children
Very Early Language Skills of Fifth-Grade Poor Comprehenders.
importance of measuring growth in response to intervention models
evaluation of two emergent literacy screening tools for preschool children.
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.
update on the Florida State Twin Registry.
utility and accuracy of oral reading fluency score types in predicting reading comprehension.
Vocabulary and Reading Comprehension
Understanding Inadequate Response to First Grade Multi-Tier Intervention
Uniqueness and Overlap
Writing Evaluation
Writing Quality in Chinese Children
Writing fluency and quality in kindergarten and first grade
Precision Education Initiative
Preparing beginning reading teachers
Rapid serial naming and reading ability
Predicting First Grade Reading Performance from Kindergarten Response to Tier 1 Instruction.
Professional development to differentiate kindergarten Tier 1 instruction
Processing time shifts affects the execution of motor responses.
Psychometric Analysis of the Diagnostic Evaluation of Language Variation Assessment.
Schooling and variation in the COMT gene
Searching for Potocki-Lupski syndrome phenotype
Same or different? Insights into the etiology of phonological awareness and rapid naming.
School profiles of at-risk student concentration
Socioeconomic and gender group differences in early literacy skills
Simulation Study on the Performance of the Simple Difference and Covariance-Adjusted Scores in Randomized Experimental Designs.
contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners.
componential model of reading
comprehension of sentences involving quantity information affects responses on the up-down axis.
effects of teacher read-alouds and student silent reading on predominantly bilingual high school seniors' learning and retention of social studies content.
Validity of a Holistically Scored Retell Protocol for Determining the Reading Comprehension of Middle School Students.
Validation of the Gifted Rating Scales-School Form in China.
Use of a Measure of Reading Comprehension to Enhance Prediction on the State High Stakes Assessment.
Using Simulations to Investigate the Longitudinal Stability of Alternative Schemes for Classifying and Identifying Children with Reading Disabilities.
application of the elastic net for an endophenotype analysis.
balanced t(10;15) translocation in a male patient with developmental language disorder.
longitudinal cluster-randomized controlled study on the accumulating effects of individualized literacy instruction on students' reading from first through third grade.
investigation of morphological awareness and processing in adults with low literacy.
Do Our Means of Inquiry Match our Intentions?
Dominance Analysis Approach to Determining Predictor Importance in Third, Seventh, and Tenth Grade Reading Comprehension Skills.
Does visual speech information affect word segmentation?
Conners' Teacher Rating Scale for preschool children
Consequences of Misspecifying Levels of Variance in Cross-Classified Longitudinal Data Structures.
Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia
Depressive symptoms in third-grade teachers
Dialect variation, dialect-shifting, and reading comprehension in second grade.
Dialect variation and reading
Comprehension Tools for Teachers

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