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Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic.
Examining the measurement precision and invariance of the revised get ready to read!
Floor effects associated with universal screening and their impact on the early identification of reading disabilities.
Identifying preschool children at risk of later reading difficulties
Comparing two forms of dynamic assessment and traditional assessment of preschool phonological awareness.
componential model of reading
Dynamic assessment and response to intervention
Dynamic assessment and its implications for RTI models.
Development of oral reading fluency in children with speech or language impairments
Reconsidering the simple view of reading in an intriguing case of equivalent models
Relations among student attention behaviors, teacher practices, and beginning word reading skill.
Predictive validity of the get ready to read! Screener