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Examining the measurement precision and invariance of the revised get ready to read!
Reconsidering the simple view of reading in an intriguing case of equivalent models
Relations among student attention behaviors, teacher practices, and beginning word reading skill.
componential model of reading
Dynamic assessment and its implications for RTI models.
Comparing two forms of dynamic assessment and traditional assessment of preschool phonological awareness.
Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic.
Identifying preschool children at risk of later reading difficulties
Floor effects associated with universal screening and their impact on the early identification of reading disabilities.
Predictive validity of the get ready to read! Screener
Dynamic assessment and response to intervention
Development of oral reading fluency in children with speech or language impairments