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Expanding the Developmental Models of Writing
relation of linguistic awareness and vocabulary to word reading and spelling for first-grade students participating in response to intervention.
Language, literacy, attentional behaviors, and instructional quality predictors of written composition for first graders.
Evaluating the dimensionality of first-grade written composition.
contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners.
Writing fluency and quality in kindergarten and first grade
Long Term Effects of First Grade Multi-Tier Intervention.
Kindergarten Predictors of Third Grade Writing.
Towards an understanding of dimensions, predictors, and gender gap in written composition.
Developmental trajectories of writing skills in first grade
Importance of Predictive Power in Early Screening Assessments
Efficiency of Predicting Risk in Word Reading Using Fewer, Easier Letters.
Comprehension Tools for Teachers
Developmental relations between reading fluency and reading comprehension
Componential skills of beginning writing
Contributions of Emergent Literacy Skills to Name Writing, Letter Writing, and Spelling in Preschool Children.
utility and accuracy of oral reading fluency score types in predicting reading comprehension.
Does Previewing Answer-Choice Options Improve Performance on a Reading Test?
Is oral/text reading fluency a “bridge” to reading comprehension?
Componential skills of beginning writing
Eye movements and parafoveal processing during reading in Korean
Relations Among Oral Reading Fluency, Silent Reading Fluency, and Reading Comprehension
Is academic language use a separate dimension in beginning writing?
relation of linguistic awareness and vocabulary to word reading and spelling for first-grade students participating in response to intervention
Language, literacy, attentional behaviors, and instructional quality predictors of written composition for first graders
contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners
Towards an understanding of dimensions, predictors, and gender gap in written composition
Unique Relation of Silent Reading Fluency to End-of-Year Reading Comprehension
Dimensions of Discourse-Level Oral Language Skills and Their Relations to Reading Comprehension and Written Composition
Kindergarten Predictors of Third Grade Writing
Developmental Trajectories of Writing Skills in First Grade
Effect of a Multicomponent Literacy Instruction Model on Literacy Growth for Kindergartners and First-Grade Students in Chile
Utility and Accuracy of Oral Reading Fluency Score Types in Predicting Reading Comprehension
Developmental, Component-Based Model of Reading Fluency
Language and cognitive predictors of text comprehension
Cat in a hat or cat in a cap?
Text (Oral) reading fluency as a construct in reading development
Cognitive correlates of listening comprehension
Considering word characteristics for spelling accuracy
Language general and specific factors in letter acquisition
Relations of emergent literacy skill development with conventional literacy skill development in Korean
Predictors of reading skills for kindergartners and first grade students in Spanish
Writing fluency and quality in kindergarten and first grade
effects of orthographic consistency on reading development
Comprehension Tools for Teachers
The relations of proper character introduction to narrative quality and listening comprehension for young children from high poverty schools
Long Term Effects of First Grade Multi-Tier Intervention
Language and cognitive predictors of text comprehension
Importance of Predictive Power in Early Screening Assessments
Efficiency of Predicting Risk in Word Reading Using Fewer, Easier Letters