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Impact of a low-intensity pedagogical model for integrating MedlinePlus exercises into middle school nutrition lessons.
Intergenerational transmission of relationship aggression
Examining the dimensionality of effortful control in preschool children and its relation to academic and socioemotional indicators.
Examining the Factor Structure and Structural Invariance of the PANAS Across Children, Adolescents, and Young Adults.
Factor structure and utility of the Behavior Rating Inventory of Executive Function-Preschool Version.
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
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
Reading and a diffusion model analysis of reaction time.
In search of the perfect phenotype
First graders' literacy and self-regulation gains
Identifying learning patterns of children at risk for Specific Reading Disability.
Lexical decision as an endophenotype for reading comprehension
Negative affect shares genetic and environmental influences with symptoms of childhood internalizing and externalizing disorders.
Gender and agreement processing in children with developmental language disorder.
Genetic and environmental influences on early literacy skills across school grade contexts.
Genome-Wide Association and Exome Sequencing Study of Language Disorder in an Isolated Population.
Genetic influence on literacy constructs in kindergarten and first grade
application of the elastic net for an endophenotype analysis.
balanced t(10;15) translocation in a male patient with developmental language disorder.
Exploring dimensionality of effortful control using hot and cool tasks in a sample of preschool children.
Exploring how nature and nurture affect the development of reading
Inhibitory Control of Spanish-Speaking Language-Minority Preschool Children
Relations among student attention behaviors, teacher practices, and beginning word reading skill.
Reciprocal Effects of Self-Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School.
Teacher quality moderates the genetic effects on early reading.
Evaluating the impact of feedback on elementary aged students' fluency growth in written expression
Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic.
Examining Associations Among ADHD, Homework Behavior, and Reading Comprehension
Evaluating the dimensionality of first-grade written composition.
Cross-informant symptoms from CBCL, TRF, and YSR
Core vocabulary in written personal narratives of school-age children.
Developmental relations between vocabulary knowledge and reading comprehension
Depressive symptoms in third-grade teachers
BDNF Val66Met Polymorphism Influences Reading Ability and Patterns of Neural Activation in Children.
At the height of fashion
Attentional but not pre-attentive neural measures of auditory discrimination are atypical in children with developmental language disorder.
Behavioral genetic approach to the study of dyslexia.
Dynamic assessment and response to intervention
Dialect variation and reading
Dynamic assessment and its implications for RTI models.
Conners' Teacher Rating Scale for preschool children
Common genetic and nonshared environmental factors contribute to the association between socioemotional dispositions and the externalizing factor in children.
Comparison of whole-genome DNA methylation patterns in whole blood, saliva, and lymphoblastoid cell lines.
Children's behavioral regulation and literacy

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