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Temporal dynamics of the action-sentence compatibility effect.
Same or different? Insights into the etiology of phonological awareness and rapid naming.
Anxiety sensitivity profile
Patterns of experience with verbs affect long-term cumulative structural priming.
utility and accuracy of oral reading fluency score types in predicting reading comprehension.
In search of the perfect phenotype
Identifying preschool children at risk of later reading difficulties
application of the elastic net for an endophenotype analysis.
At the height of fashion
Learning letter names and sounds
Does visual speech information affect word segmentation?
evaluation of two emergent literacy screening tools for preschool children.
Teaching children with autism to read for meaning
Cross-informant symptoms from CBCL, TRF, and YSR
Reading and a diffusion model analysis of reaction time.
Global statistical learning in a visual search task.
BDNF Val66Met and cognition
Searching for Potocki-Lupski syndrome phenotype
Dynamic assessment and its implications for RTI models.
Structural priming as implicit learning
Quantile regression in the study of developmental sciences.
Developmental relations between vocabulary knowledge and reading comprehension
Examining the factor structure and etiology of prosociality.
Reconsidering the simple view of reading in an intriguing case of equivalent models
relation of linguistic awareness and vocabulary to word reading and spelling for first-grade students participating in response to intervention.
Floor effects associated with universal screening and their impact on the early identification of reading disabilities.
Predictive validity of the get ready to read! Screener
Depressive symptoms in third-grade teachers
Age-related changes of gene expression in the neocortex
Lexical decision as an endophenotype for reading comprehension
Genetic influence on literacy constructs in kindergarten and first grade
Processing time shifts affects the execution of motor responses.
Behavior, brain, and genome in genomic disorders
Relations among student attention behaviors, teacher practices, and beginning word reading skill.
Dialect variation and reading
Teacher quality moderates the genetic effects on early reading.
Gender and agreement processing in children with developmental language disorder.
Exploration of anxiety sensitivity and distress tolerance as vulnerability factors for hoarding behaviors.
Conners' Teacher Rating Scale for preschool children
Schooling and variation in the COMT gene
Dynamic assessment and response to intervention
Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic.
Examining the dimensionality of effortful control in preschool children and its relation to academic and socioemotional indicators.
componential model of reading
Comparing two forms of dynamic assessment and traditional assessment of preschool phonological awareness.
Lexical processing deficits in children with developmental language disorder
balanced t(10;15) translocation in a male patient with developmental language disorder.
Changes in task-extrinsic context do not affect the persistence of long-term cumulative structural priming.
Negative affect shares genetic and environmental influences with symptoms of childhood internalizing and externalizing disorders.
Common genetic and nonshared environmental factors contribute to the association between socioemotional dispositions and the externalizing factor in children.

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