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Do Our Means of Inquiry Match our Intentions?
Do Our Means of Inquiry Match our Intentions?
Measurement Invariance of the Chinese Gifted Rating Scales
Individual and group sensitivity to remedial reading program design
Classroom Age Composition and Vocabulary Development Among At-Risk Preschoolers.
Very Early Language Skills of Fifth-Grade Poor Comprehenders.
Simulation Study on the Performance of the Simple Difference and Covariance-Adjusted Scores in Randomized Experimental Designs.
Quantile regression in the study of developmental sciences.
Advanced (Measurement) Applications of Curriculum-Based Measurement in Reading.
Advanced (Measurement) Applications of Curriculum-based Measurement in Reading
Exploring the Dimensionality of Morphological Knowledge for Adolescent Readers.
Exploring the Value Added of a Guided, Silent Reading Intervention
Gifted Rating Scales-School Form
Gifted Rating Scales-Preschool/Kindergarten Form
Examining General and Specific Factors in the Dimensionality of Oral Language and Reading in 4th-10th Grades.
How Many Letters Should Preschoolers in Public Programs Know? The Diagnostic Efficiency of Various Preschool Letter-Naming Benchmarks for Predicting First-Grade Literacy Achievement.
Identifying Young Gifted Children Using the Gifted Rating Scales-Preschool/Kindergarten Form.
Influence of Testing Prompt and Condition on Middle School Students' Retell Performance.
CBM Reading, Mathematics, and Written Expression at the Secondary Level
utility and accuracy of oral reading fluency score types in predicting reading comprehension.
School profiles of at-risk student concentration
effects of teacher read-alouds and student silent reading on predominantly bilingual high school seniors' learning and retention of social studies content.
Validity of a Holistically Scored Retell Protocol for Determining the Reading Comprehension of Middle School Students.
Use of a Measure of Reading Comprehension to Enhance Prediction on the State High Stakes Assessment.
Consequences of Misspecifying Levels of Variance in Cross-Classified Longitudinal Data Structures.
Contribution of Vocabulary Knowledge and Spelling to the Reading Comprehension of Adolescents Who Are and Are Not English Language Learners.
Development and Validation of a Principal Implementation Practices Measure
Efficiency of Predicting Risk in Word Reading Using Fewer, Easier Letters.
Efficiency of Predicting Risk in Word Reading Using Fewer, Easier Letters
Relationship Between a Silent Reading Fluency Instructional Protocol on Students' Reading Comprehension and Achievement in an Urban School Setting.
Identifying Children at Risk for Language Impairment or Dyslexia With Group-Administered Measures.
Improving Kindergarten Students' Writing Outcomes Using Peer-assisted Strategies
Evaluating the impact of feedback on elementary aged students' fluency growth in written expression
Learning to write letters
Improving the Reliability of Student Scores from Speeded Assessments
Importance of Predictive Power in Early Screening Assessments
Language general and specific factors in letter acquisition
Modeling the co-development of correlated processes with longitudinal and cross-construct effects.
Modeling the Co-Development of Correlated Processes with Longitudinal and Cross-Construct Effects
Modeling the early language trajectory of language development and its relation to poor reading comprehension
Oral Reading Fluency Development for Children with Emotional Disturbance or Learning Disabilities.
Psychometric Analysis of the Diagnostic Evaluation of Language Variation Assessment.
Validation of the Gifted Rating Scales-School Form in China.
Utility and Accuracy of Oral Reading Fluency Score Types in Predicting Reading Comprehension
Consequences of Misspecifying Levels of Variance in Cross-Classified Longitudinal Data Structures
Considering word characteristics for spelling accuracy
Dimensionality and Reliability of Letter Writing in 3- to 5-Year-Old Preschool Children.
Relations of emergent literacy skill development with conventional literacy skill development in Korean
Reliability and Validity of a Spanish Translated Version of the Gifted Rating Scales.
Acquiring Science and Social Studies Knowledge in Kindergarten Through Fourth Grade

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