Current Search:  Lonigan, Christopher J (x)

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Language-Independent and Language-Specific Aspects of Early Literacy
Bidirectional relations between phonological awareness and letter knowledge in preschool revisited
Developing Early Literacy Skills
Misunderstood statistical assumptions undermine criticism of the National Early Literacy Panel's Report.
Conners' Teacher Rating Scale for preschool children
Early Numeracy Assessment
Impacts of a Literacy-Focused Preschool Curriculum on the Early Literacy Skills of Language-Minority Children.
Agreement Among Traditional and RTI-based Definitions of Reading-Related Learning Disability with Preschool Children.
From Scribbles to Scrabble
Exploring dimensionality of effortful control using hot and cool tasks in a sample of preschool children.
Executive Function Among Preschool Children
Examining the dimensionality of effortful control in preschool children and its relation to academic and socioemotional indicators.
Examining the measurement precision and invariance of the revised get ready to read!
Inattention, hyperactivity, and emergent literacy
Identifying preschool children at risk of later reading difficulties
Name-writing proficiency, not length of name, is associated with preschool children's emergent literacy skills.
Multi-Method Assessment of ADHD Characteristics in Preschool Children
Child and Informant Influences on Behavioral Ratings of Preschool Children.
Variations in the Home Literacy Environment of Preschool Children
evaluation of two emergent literacy screening tools for preschool children.
Contributions of Emergent Literacy Skills to Name Writing, Letter Writing, and Spelling in Preschool Children.
Emergent Writing in Preschoolers
Reducing Children's Risk for Later Reading Disabilities
Response to Instruction in Preschool
Relations between response trajectories on the continuous performance test and teacher-rated problem behaviors in preschoolers.
Lexical Characteristics of Words and Phonological Awareness Skills of Preschool Children
Informal Number-Related Mathematics Skills
Child, Teacher, and Parent Reports of Motivation and Their Predictive Relations to Reading Achievement and Reading Quantity
Latent Structure of Child Depression
Agreement between Parent and Teacher Ratings of Problem Behaviors
Examining the Factor Structure and Structural Invariance of the PANAS Across Children, Adolescents, and Young Adults.
Factor structure and utility of the Behavior Rating Inventory of Executive Function-Preschool Version.
Examining the predictive relations between two aspects of self-regulation and growth in preschool children's early literacy skills.
Learning to write letters
Dimensionality and Reliability of Letter Writing in 3- to 5-Year-Old Preschool Children.
Assessment of Preschool Early Literacy Skills
Predictive validity of the get ready to read! Screener
Successful phonological awareness instruction with preschool children
Using Conceptual versus Monolingual Assessment of English Language Learners to Predict the Development of Emergent Literacy Skills
Repetitive Behaviors in Young Children with Autism Spectrum Disorder Across Two Parent-Implemented Intervention Conditions
Assessment of Motivation for Literacy in Preschoolers
Preschool Externalizing Behavior Mediates the Relation Between Temperament and Emergent          Literacy
Relationships Betweeen Measures of Word Knowledge and Reading Comprehension in Third-Grade Children
Evaluating the components of an emergent literacy intervention for preschool children at risk for reading difficulties.
Executive function of Spanish-speaking language-minority preschoolers
Examining the etiological associations among higher-order temperament dimensions.
Inhibitory Control of Spanish-Speaking Language-Minority Preschool Children
IRTs of the ABCs
Negative affect shares genetic and environmental influences with symptoms of childhood internalizing and externalizing disorders.
Can Externalizing Behaviors Be Altered by an Early Reading Intervention?

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