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Modeling the early language trajectory of language development and its relation to poor reading comprehension
Modeling the Co-Development of Correlated Processes with Longitudinal and Cross-Construct Effects
Do Our Means of Inquiry Match our Intentions?
Consequences of Misspecifying Levels of Variance in Cross-Classified Longitudinal Data Structures
Does Previewing Answer-Choice Options Improve Performance on a Reading Test?
Contribution of Vocabulary Knowledge and Spelling to the Reading Comprehension of Adolescents Who Are and Are Not English Language Learners.
Modeling the Relations Among Morphological Awareness Dimensions, Vocabulary Knowledge, and Reading Comprehension in Adult Basic Education Students
Examination of Kindergarten Oral Language for African American Students
Using Simulations to Investigate the Longitudinal Stability of Alternative Schemes for Classifying and Identifying Children with Reading Disabilities.
Structure of Oral Language and Reading and Their Relation to Comprehension in Kindergarten through Grade 2.
Applying a Multiple Group Causal Indicator Modeling Framework to the Reading Comprehension Skills of Third, Seventh, and Tenth Grade Students.
Improving the Reliability of Student Scores from Speeded Assessments
Evaluating the impact of feedback on elementary aged students' fluency growth in written expression
Learning to write letters
Chaotic Home Environment Accounts for the Association between Respect for Rules Disposition and Reading Comprehension
Comprehension Tools for Teachers
Writing fluency and quality in kindergarten and first grade
"Waiting to Fail" Redux
Capturing the complexity
Incorporating RTI in a Hybrid Model of Reading Disability.
Long Term Effects of First Grade Multi-Tier Intervention
Effects of Team-Based Learning on Social Studies Knowledge Acquisition in High          School
Building Word Knowledge
Academic Responding During Instruction and Reading Outcomes for Kindergarten Students At-risk for Reading Difficulties.
Is Oral/Text Reading Fluency a "Bridge" to Reading Comprehension?
Dimensionality and Reliability of Letter Writing in 3- to 5-Year-Old Preschool Children.
Developmental and Individual Differences in Chinese Writing.
Language general and specific factors in letter acquisition
Considering word characteristics for spelling accuracy
Applied Examination of Methods for Detecting Differential Distractor          Functioning
Advanced (Measurement) Applications of Curriculum-based Measurement in Reading
Developmental relations between reading fluency and reading comprehension
IRTs of the ABCs
Amount of Time in Print Reading in General Education Kindergarten Classrooms
Psychometric Analysis of the Diagnostic Evaluation of Language Variation          Assessment
Relations of emergent literacy skill development with conventional literacy skill development in Korean
Testing the Impact of Child Characteristics × Instruction Interactions on Third Graders' Reading Comprehension by Differentiating Literacy Instruction.
Assessment Data-Informed Guidance to Individualize Kindergarten Reading Instruction
Assessment of Preschool Early Literacy Skills
Importance of Predictive Power in Early Screening Assessments
Behavioral genetic approach to the study of dyslexia.
Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia
Child and Informant Influences on Behavioral Ratings of Preschool Children.
Efficiency of Predicting Risk in Word Reading Using Fewer, Easier Letters
Developing Early Literacy Skills
Effectiveness of Early Phonological Awareness Interventions for Students with Speech or Language Impairments.
Home Literacy Environments of Young Children with Down Syndrome
Development of oral reading fluency in children with speech or language impairments
Development and Validation of a Principal Implementation Practices Measure