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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
Sources of Cognitive Exploration
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.
Rapid serial naming and reading ability
Modeling the development of written language.
componential model of reading
Misunderstood statistical assumptions undermine criticism of the National Early Literacy Panel's Report.
Relations Among Oral Reading Fluency, Silent Reading Fluency, and Reading Comprehension
Comparing two forms of dynamic assessment and traditional assessment of preschool phonological awareness.
Developing Early Literacy Skills
From Scribbles to Scrabble
Multi-Method Assessment of ADHD Characteristics in Preschool Children
importance of measuring growth in response to intervention models
Simulation Study on the Performance of the Simple Difference and Covariance-Adjusted Scores in Randomized Experimental Designs.
Lexical processing deficits in children with developmental language disorder
Successful phonological awareness instruction with preschool children
Use of a Measure of Reading Comprehension to Enhance Prediction on the State High Stakes Assessment.
Componential skills of beginning writing
Developmental trajectories of writing skills in first grade
Variations in the Home Literacy Environment of Preschool Children
Uniqueness and Overlap
balanced t(10;15) translocation in a male patient with developmental language disorder.
Evidence for Common Etiological Influences on Early Literacy Skills in Kindergarten.
Changes in task-extrinsic context do not affect the persistence of long-term cumulative structural priming.
Influence of Testing Prompt and Condition on Middle School Students' Retell Performance.
Gifted Rating Scales-School Form
Defining Success in Adult Basic Education Settings
THE CHALLENGING ROLE OF A READING COACH, A CAUTIONARY TALE.
Language, literacy, attentional behaviors, and instructional quality predictors of written composition for first graders.
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.
Evaluating the components of an emergent literacy intervention for preschool children at risk for reading difficulties.
update on the Florida State Twin Registry.
Early Numeracy Assessment
Examining the contribution of handwriting and spelling to written expression in kindergarten children.
Inattention, hyperactivity, and emergent literacy
investigation of morphological awareness and processing in adults with low literacy.
effects of teacher read-alouds and student silent reading on predominantly bilingual high school seniors' learning and retention of social studies content.
Exploring the Value Added of a Guided, Silent Reading Intervention
Dominance Analysis Approach to Determining Predictor Importance in Third, Seventh, and Tenth Grade Reading Comprehension Skills.
Relations Among Children's Use of Dialect and Literacy Skills
Exploring how nature and nurture affect the development of reading
longitudinal cluster-randomized controlled study on the accumulating effects of individualized literacy instruction on students' reading from first through third grade.
COMT Val/Met polymorphism is associated with reading-related skills and consistent patterns of functional neural activation.

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