Current Search:  Compton, Donald L (x)

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Exploring the contribution of set for variability in explaining reading development in typical and dyslexic readers
Does the Value of Dynamic Assessment in Predicting End-of-First-Grade Mathematics Performance Differ as a Function of English Language Proficiency?
Consequences of Misspecifying Levels of Variance in Cross-Classified Longitudinal Data Structures.
Dynamic assessment and its implications for RTI models.
Exploring Differential Effects Across Two Decoding Treatments on Item-Level Transfer in Children with Significant Word Reading Difficulties
Consequences of Misspecifying Levels of Variance in Cross-Classified Longitudinal Data Structures
longitudinal study on predictors of early calculation development among young children at risk for learning difficulties.
Reading Comprehension in Grade Three as a Function of Child, Item, and Passage Characteristics
Investigating Structures of Reading Comprehension Attributes at Different Proficiency Levels