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Same or different? Insights into the etiology of phonological awareness and rapid naming.
Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia
Identifying preschool children at risk of later reading difficulties
Does visual speech information affect word segmentation?
Predictive validity of the get ready to read! Screener
Behavioral genetic approach to the study of dyslexia.
Genetic influence on literacy constructs in kindergarten and first grade
Teacher quality moderates the genetic effects on early reading.
Teaching children with autism to read for meaning
Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic.
utility and accuracy of oral reading fluency score types in predicting reading comprehension.
Relations among student attention behaviors, teacher practices, and beginning word reading skill.
Dialect variation and reading
componential model of reading
Evaluating the components of an emergent literacy intervention for preschool children at risk for reading difficulties.
Lexical decision as an endophenotype for reading comprehension
Developmental relations between reading fluency and reading comprehension
Reading and a diffusion model analysis of reaction time.
longitudinal cluster-randomized controlled study on the accumulating effects of individualized literacy instruction on students' reading from first through third grade.
Expanding the environment
Exploring how nature and nurture affect the development of reading
COMT Val/Met polymorphism is associated with reading-related skills and consistent patterns of functional neural activation.
Inattention, hyperactivity, and emergent literacy
Developmental relations between vocabulary knowledge and reading comprehension
Reconsidering the simple view of reading in an intriguing case of equivalent models
Evaluating the dimensionality of first-grade written composition.
relation of linguistic awareness and vocabulary to word reading and spelling for first-grade students participating in response to intervention.
Spelling well despite developmental language disorder
comprehension of sentences involving quantity information affects responses on the up-down axis.
synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties.
First graders' literacy and self-regulation gains
School profiles of at-risk student concentration
Exploring the Co-Development of Reading Fluency and Reading Comprehension
Modeling the co-development of correlated processes with longitudinal and cross-construct effects.
Cross-Study Differences in the Etiology of Reading Comprehension
BDNF Val66Met Polymorphism Influences Reading Ability and Patterns of Neural Activation in Children.
Reciprocal Effects of Self-Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School.
Bidirectional relations between phonological awareness and letter knowledge in preschool revisited
Identifying learning patterns of children at risk for Specific Reading Disability.
Quantile Regression Approach to Understanding the Relations Among Morphological Awareness, Vocabulary, and Reading Comprehension in Adult Basic Education Students.
Examining the Relationships of Component Reading Skills to Reading Comprehension in Struggling Adult Readers
Examining Associations Among ADHD, Homework Behavior, and Reading Comprehension
Genetic and environmental influences on early literacy skills across school grade contexts.
Enacted Reading Comprehension
Assessing Vowel Centralization in Dysarthria
Maternal Socioeconomic Status Influences the Range of Expectations During Language Comprehension in Adulthood.
Comparing treatments for children with ADHD and word reading difficulties
Predicting Intelligibility Gains in Individuals With Dysarthria From Baseline Speech Features.
Predicting Intelligibility Gains in Dysarthria Through Automated Speech Feature Analysis.
Identifying Children at Risk for Language Impairment or Dyslexia With Group-Administered Measures.