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Evaluating the dimensionality of first-grade written composition.
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 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.
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.
Reading and a diffusion model analysis of reaction time.
Spelling well despite developmental language disorder
Teaching children with autism to read for meaning
Teacher quality moderates the genetic effects on early reading.
Same or different? Insights into the etiology of phonological awareness and rapid naming.
School profiles of at-risk student concentration
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.
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.
Enacted Reading Comprehension
Assessing Vowel Centralization in Dysarthria