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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 30 1 The Relations Between Children's Comprehension Monitoring and Their Reading Comprehension and Vocabulary Knowledge: An Eye-Movement Study. Zargar, Elham; Adams, Ashley; Connor, Carol McDonald In: Reading and writing, vol 33, iss 3 (2020) BASE Show details 2 Modality and Interrelations Among Language, Reading, Spoken Phonological Awareness, and Fingerspelling. Lederberg, Amy R; Branum-Martin, Lee; Webb, Mi-Young... In: Lederberg, Amy R; Branum-Martin, Lee; Webb, Mi-Young; Schick, Brenda; Antia, Shirin; Easterbrooks, Susan R; et al.(2019). Modality and Interrelations Among Language, Reading, Spoken Phonological Awareness, and Fingerspelling. Journal of deaf studies and deaf education. doi:10.1093/deafed/enz011. UC Office of the President: Research Grants Program Office (RGPO). Retrieved from: http://www.escholarship.org/uc/item/61j2f2tx (2019) BASE Show details 3 Modality and Interrelations Among Language, Reading, Spoken Phonological Awareness, and Fingerspelling. Lederberg, Amy R; Branum-Martin, Lee; Webb, Mi-Young... In: Journal of deaf studies and deaf education, vol 24, iss 4 (2019) BASE Show details 4 Schooling Effects on Early Literacy Skills of Young Deaf and Hard of Hearing Children. Scott, Jessica A; Goldberg, Hanah; Connor, Carol McDonald... In: Scott, Jessica A; Goldberg, Hanah; Connor, Carol McDonald; & Lederberg, Amy R. (2019). Schooling Effects on Early Literacy Skills of Young Deaf and Hard of Hearing Children. American annals of the deaf, 163(5), 596 - 618. doi:10.1353/aad.2019.0005. UC Office of the President: Research Grants Program Office (RGPO). Retrieved from: http://www.escholarship.org/uc/item/672091kx (2019) BASE Show details 5 The Relations Between Children’s Comprehension Monitoring and Their Reading Comprehension and Vocabulary Knowledge: An Eye-Movement Study Zargar, Elham; Adams, Ashley; Connor, Carol McDonald In: Read Writ (2019) BASE Show details 6 Examining the Efficacy of Targeted Component Interventions on Language and Literacy for Third and Fourth Graders Who are at Risk of Comprehension Difficulties. Connor, Carol McDonald; Phillips, Beth M; Kim, Young-Suk Grace... In: Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading, vol 22, iss 6 (2018) BASE Show details 7 A Lattice Model of the Development of Reading Comprehension. Connor, Carol McDonald In: Child development perspectives, vol 10, iss 4 (2016) BASE Show details 8 Reciprocal Effects of Self-Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School. Connor, Carol McDonald; Day, Stephanie L; Phillips, Beth... In: Child development, vol 87, iss 6 (2016) BASE Show details 9 Classroom quality as a predictor of first graders' time in non-instructional activities and literacy achievement. McLean, Leigh; Sparapani, Nicole; Toste, Jessica R... In: Journal of school psychology, vol 56 (2016) BASE Show details 10 Reciprocal Effects of Self-Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School Connor, Carol McDonald; Day, Stephanie L.; Phillips, Beth. - 2016 BASE Show details 11 A Lattice Model of the Development of Reading Comprehension Connor, Carol McDonald. - 2016 Abstract: In this article, I present a developmental model of how children learn to comprehend what they read, which builds on current models of reading comprehension and integrates findings from instructional research and evidence-based models of development in early and middle childhood. The lattice model holds that children’s developing reading comprehension is a function of the interacting, reciprocal, and bootstrapping effects of developing text-specific, linguistic, and social-cognitive processes, which interact with instruction as child-characteristic-by-instruction (CXI) interaction effects. The processes develop over time and in the context of classroom, home, peer, community, and other influences to affect children’s development of proficient reading comprehension. I first describe models of reading comprehension. I then review the basic processes in the model, the role of instruction, and CXI interactions in the context of the lattice model. I then discuss implications for instruction and research. Keyword: Article URL: http://www.ncbi.nlm.nih.gov/pubmed/27867420 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5110216/ https://doi.org/10.1111/cdep.12200 BASE Hide details 12 Dialect variation, dialect-shifting, and reading comprehension in second grade Terry, Nicole Patton; Connor, Carol McDonald; Johnson, Lakeisha. - 2015 BASE Show details 13 Foundations for Literacy: An Early Literacy Intervention for Deaf and Hard-of-Hearing Children Lederberg, Amy R.; Miller, Elizabeth M.; Easterbrooks, Susan R.. - : Oxford University Press, 2014 BASE Show details 14 Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten through Fourth Grade Connor, Carol McDonald; Phillips, Beth M.; Kaschak, Michael. - 2014 BASE Show details 15 Testing the Impact of Child Characteristics × Instruction Interactions on Third Graders' Reading Comprehension by Differentiating Literacy Instruction Connor, Carol McDonald; Morrison, Fredrick J.; Fishman, Barry J.. - : Blackwell Publishing Ltd, 2011. : Wiley Periodicals, Inc., 2011 BASE Show details 16 Dialect Variation and Reading: Is Change in Nonmainstream American English Use Related to Reading Achievement in First and Second Grades? Terry, Nicole Patton; Connor, Carol McDonald; Petscher, Yaacov. - 2011 BASE Show details 17 Examining relationships among dialect variation, literacy skills, and school context in first grade Terry, Nicole Patton; Connor, Carol McDonald; Thomas-Tate, Shurita... In: Journal of speech, language, and hearing research. - Rockville, Md. : American Speech-Language-Hearing Association 53 (2010) 1, 126-145 BLLDB Show details 18 Contributions of the emergent literacy environment to literacy outcomes for young children who are deaf Lederberg, Amy R.; Connor, Carol McDonald; Easterbrooks, Susan R. In: American annals of the deaf. - Washington, DC : Gallaudet Univ. Press 155 (2010) 4, 467-480 BLLDB OLC Linguistik Show details 19 Teacher quality moderates the genetic effects on early reading Taylor, Jeanette; Roehrig, Alysia D.; Hensler, Brooke Soden... In: Science. - Washington, DC : AAAS, American Assoc. for the Advancement of Science 328 (2010) 5977, 512-514 BLLDB Show details 20 Individualizing student instruction precisely: effects of child × instruction interactions on first graders' literacy development Connor, Carol McDonald; Piasta, Shayne B.; Fishman, Barry... In: Child development. - Malden, Ma. [u.a.] : Blackwell 80 (2009) 1, 77-100 BLLDB Show details Page: 1 2

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