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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.
utility and accuracy of oral reading fluency score types in predicting reading comprehension.
Same or different? Insights into the etiology of phonological awareness and rapid naming.
School profiles of at-risk student concentration
componential model of reading
comprehension of sentences involving quantity information affects responses on the up-down axis.
longitudinal cluster-randomized controlled study on the accumulating effects of individualized literacy instruction on students' reading from first through third grade.
Enacted Reading Comprehension
Assessing Vowel Centralization in Dysarthria
Does visual speech information affect word segmentation?
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
Cross-Study Differences in the Etiology of 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.
Reconsidering the simple view of reading in an intriguing case of equivalent models
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
Teaching children with autism to read for meaning
Teacher quality moderates the genetic effects on early reading.
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.
Examining the Relationships of Component Reading Skills to Reading Comprehension in Struggling Adult Readers
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.
Modeling the co-development of correlated processes with longitudinal and cross-construct effects.
Behavioral genetic approach to the study of dyslexia.
Bidirectional relations between phonological awareness and letter knowledge in preschool revisited
COMT Val/Met polymorphism is associated with reading-related skills and consistent patterns of functional neural activation.