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Utility and Accuracy of Oral Reading Fluency Score Types in Predicting Reading Comprehension
Simulation Study on the Performance of the Simple Difference and Covariance-Adjusted Scores in Randomized Experimental Designs.
Evaluating the impact of feedback on elementary aged students' fluency growth in written expression
Unique Relation of Silent Reading Fluency to End-of-Year Reading Comprehension
Writing fluency and quality in kindergarten and first grade
Dialect variation and reading
Do Our Means of Inquiry Match our Intentions?
Developmental relations between vocabulary knowledge and reading comprehension
Long Term Effects of First Grade Multi-Tier Intervention.
Validity of a Holistically Scored Retell Protocol for Determining the Reading Comprehension of Middle School Students.
School profiles of at-risk student concentration
Importance of Predictive Power in Early Screening Assessments
Oral Reading Fluency Development for Children with Emotional Disturbance or Learning Disabilities.
Long Term Effects of First Grade Multi-Tier Intervention
Floor effects associated with universal screening and their impact on the early identification of reading disabilities.
Individual and group sensitivity to remedial reading program design
Consequences of Misspecifying Levels of Variance in Cross-Classified Longitudinal Data Structures.
Classroom Age Composition and Vocabulary Development Among At-Risk Preschoolers.
Learning to write letters
CBM Reading, Mathematics, and Written Expression at the Secondary Level
utility and accuracy of oral reading fluency score types in predicting reading comprehension.
Development of oral reading fluency in children with speech or language impairments
Do Our Means of Inquiry Match our Intentions?
Influence of Testing Prompt and Condition on Middle School Students' Retell Performance.
Measurement Invariance of the Chinese Gifted Rating Scales
Exploring the Dimensionality of Morphological Knowledge for Adolescent Readers.
Consequences of Misspecifying Levels of Variance in Cross-Classified Longitudinal Data Structures
Validation of the Gifted Rating Scales-School Form in China.
Writing fluency and quality in kindergarten and first grade
Quantile regression in the study of developmental sciences.
How Many Letters Should Preschoolers in Public Programs Know? The Diagnostic Efficiency of Various Preschool Letter-Naming Benchmarks for Predicting First-Grade Literacy Achievement.
synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties.
Identifying Children at Risk for Language Impairment or Dyslexia With Group-Administered Measures.
Gifted Rating Scales-School Form
Modeling the co-development of correlated processes with longitudinal and cross-construct effects.
Relations of emergent literacy skill development with conventional literacy skill development in Korean
Considering word characteristics for spelling accuracy
Structure of Oral Language and Reading and Their Relation to Comprehension in Kindergarten through Grade 2.
Modeling Oral Reading Fluency Development in Latino Students
Modeling the early language trajectory of language development and its relation to poor reading comprehension
Improving the Reliability of Student Scores from Speeded Assessments
Very Early Language Skills of Fifth-Grade Poor Comprehenders.
Dimensionality and Reliability of Letter Writing in 3- to 5-Year-Old Preschool Children.
Language general and specific factors in letter acquisition
Identifying Young Gifted Children Using the Gifted Rating Scales-Preschool/Kindergarten Form.
Acquiring Science and Social Studies Knowledge in Kindergarten Through Fourth Grade
Use of a Measure of Reading Comprehension to Enhance Prediction on the State High Stakes Assessment.
Revised Learning and Study Strategies Inventory
Examining General and Specific Factors in the Dimensionality of Oral Language and Reading in 4th-10th Grades.
Efficiency of Predicting Risk in Word Reading Using Fewer, Easier Letters.