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Modeling the Co-Development of Correlated Processes with Longitudinal and Cross-Construct Effects
Relations Among Children's Use of Dialect and Literacy Skills
Relations between response trajectories on the continuous performance test and teacher-rated problem behaviors in preschoolers.
Developmental trajectories of writing skills in first grade
CBM Reading, Mathematics, and Written Expression at the Secondary Level
Response to Intervention.
Examining the measurement precision and invariance of the revised get ready to read!
Depressive symptoms in third-grade teachers
Lexical processing deficits in children with developmental language disorder
Statistical Learning is Related to Early Literacy-Related Skills.
Applying a Multiple Group Causal Indicator Modeling Framework to the Reading Comprehension Skills of Third, Seventh, and Tenth Grade Students.
Reconsidering the simple view of reading in an intriguing case of equivalent models
investigation of morphological awareness and processing in adults with low literacy.
Early Numeracy Assessment
Towards an understanding of dimensions, predictors, and gender gap in written composition.
Kindergarten Predictors of Third Grade Writing.
Investigating Predictors of Listening Comprehension in Third-, Seventh-, and Tenth-Grade Students
Text (Oral) Reading Fluency as a Construct in Reading Development
Developmental relations between vocabulary knowledge and reading comprehension
Socioeconomic and gender group differences in early literacy skills
Executive Function Among Preschool Children
Examining transactional influences between reading achievement and antisocially-behaving friends.
Examining the factor structure and etiology of prosociality.
Understanding Inadequate Response to First Grade Multi-Tier Intervention
To Wait in Tier 1 or Intervene Immediately
Emergent Writing in Preschoolers
Broadening Our Perspectives on Adult Literacy, Numeracy, and Problem-Solving Skills with PIAAC Data
Chaotic Home Environment Accounts for the Association between Respect for Rules Disposition and Reading Comprehension
Comprehension Tools for Teachers
Relationship of Print Reading in Tier I Instruction and Reading Achievement for Kindergarten Students At-Risk for Reading Difficulties.
Text Comprehension Mediates Morphological Awareness, Syntactic Processing, and Working Memory in Predicting Chinese Written Composition Performance.
Writing fluency and quality in kindergarten and first grade
effects of teacher read-alouds and student silent reading on predominantly bilingual high school seniors' learning and retention of social studies content.
"Waiting to Fail" Redux
Capturing the complexity
Incorporating RTI in a Hybrid Model of Reading Disability.
Exploring dimensionality of effortful control using hot and cool tasks in a sample of preschool children.
Quantile regression in the study of developmental sciences.
Intensive Interventions in Reading for Students with Reading Disabilities
Developmental Relations between Reading and Writing at the Word, Sentence and Text Levels
Uniqueness and Overlap
Gender and agreement processing in children with developmental language disorder.
Examining the etiological associations among higher-order temperament dimensions.
Specific Reading Comprehension Disability
Exploring the Amount and Type of Writing Instruction during Language Arts Instruction in Kindergarten Classrooms.
contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners.
Evaluating the dimensionality of first-grade written composition.
Long Term Effects of First Grade Multi-Tier Intervention.
Long and Short Term Cumulative Structural Priming Effects.
Dominance Analysis Approach to Determining Predictor Importance in Third, Seventh, and Tenth Grade Reading Comprehension Skills.

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