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Examining the Underlying Dimensions of Morphological Awareness and Vocabulary Knowledge.
Examining the dimensionality of effortful control in preschool children and its relation to academic and socioemotional indicators.
Expanding the developmental models of writing
Examining the etiological associations among higher-order temperament dimensions.
Exploring the Amount and Type of Writing Instruction during Language Arts Instruction in Kindergarten Classrooms.
Examining the Relationships of Component Reading Skills to Reading Comprehension in Struggling Adult Readers
Examining the relations between self-regulation and achievement in third grade students.
Examining the Factor Structure and Structural Invariance of the PANAS Across Children, Adolescents, and Young Adults.
Exploration of anxiety sensitivity and distress tolerance as vulnerability factors for hoarding behaviors.
Examining the measurement precision and invariance of the revised get ready to read!
Factor structure and utility of the Behavior Rating Inventory of Executive Function-Preschool Version.
Exploring the Dimensionality of Morphological Knowledge for Adolescent Readers.
Fostering Alphabet Knowledge Development
From Scribbles to Scrabble
Gender Differences in Reading Impairment and in the Identification of Impaired Readers
Floor effects associated with universal screening and their impact on the early identification of reading disabilities.
Exploring the Co-Development of Reading Fluency and Reading Comprehension
Examining the genetic and environmental associations among spelling, reading fluency, reading comprehension and a high stakes reading test in a combined sample of third and fourth grade students.
Expanding the environment
Examining the factor structure and etiology of prosociality.
Spelling well despite developmental language disorder
Teaching children with autism to read for meaning
Lexical processing deficits in children with developmental language disorder
Long Term Effects of First Grade Multi-Tier Intervention.
Reading and a diffusion model analysis of reaction time.
How Many Letters Should Preschoolers in Public Programs Know? The Diagnostic Efficiency of Various Preschool Letter-Naming Benchmarks for Predicting First-Grade Literacy Achievement.
Identifying Young Gifted Children Using the Gifted Rating Scales-Preschool/Kindergarten Form.
In search of the perfect phenotype
Individual and group sensitivity to remedial reading program design
Importance of Predictive Power in Early Screening Assessments
First graders' literacy and self-regulation gains
Individual Differences in Reading Skill Are Related to Trial-by-Trial Neural Activation Variability in the Reading Network.
Inattention, hyperactivity, and emergent literacy
Identifying and Intervening with Beginning Readers Who Are At-Risk for Dyslexia
Impact of Transcription Writing Interventions for First-Grade Students.
Individualizing Student Instruction in Reading
Identifying learning patterns of children at risk for Specific Reading Disability.
Identifying preschool children at risk of later reading difficulties
Modeling the development of written language.
Multi-Method Assessment of ADHD Characteristics in Preschool Children
Long and Short Term Cumulative Structural Priming Effects.
Measurement Invariance of the Chinese Gifted Rating Scales
Lexical decision as an endophenotype for reading comprehension
Modeling Oral Reading Fluency Development in Latino Students
Learning letter names and sounds
Name-writing proficiency, not length of name, is associated with preschool children's emergent literacy skills.
Negative affect shares genetic and environmental influences with symptoms of childhood internalizing and externalizing disorders.
Modeling the co-development of correlated processes with longitudinal and cross-construct effects.
Misunderstood statistical assumptions undermine criticism of the National Early Literacy Panel's Report.
Examining the contribution of handwriting and spelling to written expression in kindergarten children.

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