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synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties.
Learning to write letters
Comparing two forms of dynamic assessment and traditional assessment of preschool phonological awareness.
Bidirectional relations between phonological awareness and letter knowledge in preschool revisited
Dynamic assessment and its implications for RTI models.
Spelling well despite developmental language disorder
Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic.
Dialect variation and reading
Identifying Children at Risk for Language Impairment or Dyslexia With Group-Administered Measures.
IRTs of the ABCs
Lexical leverage
Reconsidering the simple view of reading in an intriguing case of equivalent models
componential model of reading
Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia
Attentional but not pre-attentive neural measures of auditory discrimination are atypical in children with developmental language disorder.
Lexical processing deficits in children with developmental language disorder
evaluation of two emergent literacy screening tools for preschool children.
Semantic Structure in Vocabulary Knowledge Interacts With Lexical and Sentence Processing in Infancy.
Evaluating the dimensionality of first-grade written composition.
Gender and agreement processing in children with developmental language disorder.
Genome-Wide Association and Exome Sequencing Study of Language Disorder in an Isolated Population.
relation of linguistic awareness and vocabulary to word reading and spelling for first-grade students participating in response to intervention.
longitudinal study on predictors of early calculation development among young children at risk for learning difficulties.
Relations among student attention behaviors, teacher practices, and beginning word reading skill.
Lexical decision as an endophenotype for reading comprehension
balanced t(10;15) translocation in a male patient with developmental language disorder.
Identifying preschool children at risk of later reading difficulties
Development of oral reading fluency in children with speech or language impairments
Identifying learning patterns of children at risk for Specific Reading Disability.
Searching for Potocki-Lupski syndrome phenotype
Neural preservation underlies speech improvement from auditory deprivation in young cochlear implant recipients.
Predictive validity of the get ready to read! Screener
Observed and Parent-Report Measures of Social Communication in Toddlers With and Without Autism Spectrum Disorder Across Race/Ethnicity.