Current Search:  Wagner, Richard K (x)

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Comprehension Problems for Second-Language Learners with Poor Reading Comprehension despite Adequate Decoding
Large-Scale Study of Specific Reading Comprehension Disability.
Vocabulary and Reading Comprehension
Relations Among Oral Reading Fluency, Silent Reading Fluency, and Reading Comprehension
"Waiting to Fail" Redux
Gender Differences in Reading Impairment and in the Identification of Impaired Readers
Learning letter names and sounds
Rapid serial naming and reading ability
Developing Early Literacy Skills
Developmental Relations between Reading and Writing at the Word, Sentence and Text Levels
Developmental and Individual Differences in Chinese Writing.
Dynamic assessment and its implications for RTI models.
Text (Oral) Reading Fluency as a Construct in Reading Development
Fostering Alphabet Knowledge Development
Is Oral/Text Reading Fluency a "Bridge" to Reading Comprehension?
Modeling the co-development of correlated processes with longitudinal and cross-construct effects.
Modeling the Co-Development of Correlated Processes with Longitudinal and Cross-Construct Effects
Applying a Multiple Group Causal Indicator Modeling Framework to the Reading Comprehension Skills of Third, Seventh, and Tenth Grade Students.
importance of measuring growth in response to intervention models
Uniqueness and Overlap
Developmental relations between reading fluency and reading comprehension
Specific Reading Comprehension Disability
Text (Oral) reading fluency as a construct in reading development
Text Comprehension Mediates Morphological Awareness, Syntactic Processing, and Working Memory in Predicting Chinese Written Composition Performance.
Comparing Generic and Passage-Specific Assessments of Vocabulary and Fluency as          Predictors of Reading Comprehension in Narrative and Expository Passages
Investigating the Factor Structure of Vocabulary Knowledge
Developmental Relations Between Reading and Writing at the Word, Sentence and Text Levels
Latent Variable Modeling Approach to the Simple View of Reading
Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic.
Comparing two forms of dynamic assessment and traditional assessment of preschool phonological awareness.
Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia
Reconsidering the simple view of reading in an intriguing case of equivalent models
Relationships Betweeen Measures of Word Knowledge and Reading Comprehension in Third-Grade Children
Nature of Morphological Knowledge
Effects of ADHD and Test Anxiety on Reading Comprehension and Test Performance
Evaluation of a Novel Behavioral Indicator of Distress Intolerance
Is oral/text reading fluency a “bridge” to reading comprehension?
Behavioral genetic approach to the study of dyslexia.
Writing Quality in Chinese Children
Using Simulations to Investigate the Longitudinal Stability of Alternative Schemes for Classifying and Identifying Children with Reading Disabilities.
Developmental relations between vocabulary knowledge and reading comprehension
Relations Among Oral Reading Fluency, Silent Reading Fluency, and Reading Comprehension
Multiple Mediator Model for the Association Between Religiosity and Suicidal Behavior
Genome-Wide Polygenic Scores Predict Reading Performance Throughout the School Years.
Status of Suicidality Prediction Research
Testing the Generalist Gene Theory on a Diverse Twin Sample
Exploring the Impact of Text Structures on Reading Comprehension
Development of Writing
Modeling the Development of Prereaders' Phonological Processsing Skills
Analogue Test of Amato's "Good Enough Marriage" Hypothesis

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