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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 Hits 1 – 15 of 15 1 Examining the Underlying Dimensions of Morphological Awareness and Vocabulary Knowledge. Spencer, Mercedes (authoraut); Muse, Andrea (authoraut); Wagner, Richard K (authoraut). BASE Show details 2 Reconsidering the simple view of reading in an intriguing case of equivalent models: commentary on Tunmer and Chapman (2012). Wagner, Richard K (authoraut); Herrera, Sarah K (authoraut); Spencer, Mercedes (authoraut). BASE Show details 3 Applying a Multiple Group Causal Indicator Modeling Framework to the Reading Comprehension Skills of Third, Seventh, and Tenth Grade Students. Tighe, Elizabeth L (authoraut); Wagner, Richard K (authoraut); Schatschneider, Christopher (authoraut) BASE Show details 4 Uniqueness and Overlap: Characteristics and Longitudinal Correlates of Native Chinese Children's Writing in English as a Foreign Language. Zhang, Juan (authoraut); McBride-Chang, Catherine (authoraut); Wagner, Richard K (authoraut). BASE Show details 5 Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic. Brown Waesche, Jessica S (authoraut); Schatschneider, Christopher (authoraut); Maner, Jon K (authoraut). BASE Show details 6 Text Comprehension Mediates Morphological Awareness, Syntactic Processing, and Working Memory in Predicting Chinese Written Composition Performance. Guan, Connie Qun (authoraut); Ye, Feifei (authoraut); Wagner, Richard K (authoraut). BASE Show details 7 Dynamic assessment and its implications for RTI models. Wagner, Richard K (authoraut); Compton, Donald L (authoraut) BASE Show details 8 Modeling the development of written language. Wagner, Richard K (authoraut); Puranik, Cynthia S (authoraut); Foorman, Barbara (authoraut). BASE Show details 9 Rapid serial naming and reading ability: the role of lexical access. Logan, Jessica A R (authoraut); Schatschneider, Christopher (authoraut); Wagner, Richard K (authoraut) BASE Show details 10 Developmental relations between reading fluency and reading comprehension: a longitudinal study from Grade 1 to Grade 2. Lopez, Danielle (authoraut); Kim, Young-Suk (authoraut); Wagner, Richard K (authoraut) BASE Show details 11 Comparing two forms of dynamic assessment and traditional assessment of preschool phonological awareness. Wagner, Richard K (authoraut); Rashotte, Carol A (authoraut); Torgesen, Joseph K (authoraut). BASE Show details 12 Learning letter names and sounds: effects of instruction, letter type, and phonological processing skill. Wagner, Richard K (authoraut); Piasta, Shayne B (authoraut) BASE Show details 13 Developing Early Literacy Skills: A Meta-Analysis of Alphabet Learning and Instruction. Piasta, Shayne B (authoraut); Wagner, Richard K (authoraut) BASE Show details 14 Fostering Alphabet Knowledge Development: A Comparison of Two Instructional Approaches. Piasta, Shayne B (authoraut); Purpura, David J (authoraut); Wagner, Richard K (authoraut) BASE Show details 15 Writing Quality in Chinese Children: Speed and Fluency Matter. Yan, Cathy Ming Wai (authoraut); McBride-Chang, Catherine (authoraut); Wagner, Richard K (authoraut); Zhang, Juan (authoraut); Wong, Anita M Y (authoraut); Shu, Hua (authoraut) Abstract: There were two goals of the present study. The first was to create a scoring scheme by which 9-year-old Chinese children's writing compositions could be rated to form a total score for writing quality. The second was to examine cognitive correlates of writing quality at age 9 from measures administered at ages 6-9. Age 9 writing compositions were scored using a 7-element rubric; following confirmatory factor analyses, 5 of these elements were retained to represent overall writing quality for subsequent analyses. Measures of vocabulary knowledge, Chinese word dictation, phonological awareness, speed of processing, speeded naming, and handwriting fluency at ages 6-9 were all significantly associated with the obtained overall writing quality measure even when the statistical effect of age was removed. With vocabulary knowledge, dictation skill, age, gender, and phonological awareness included in a regression equation, 35% of the variance in age 9 writing quality was explained. With the variables of speed of processing, speeded naming, and handwriting fluency additionally included as a block, 12% additional variance in the equation was explained. In addition to gender, overall unique correlates of writing quality were dictation, speed of processing, and handwriting fluency, underscoring the importance of both general automaticity and specific writing fluency for writing quality development in children. ; Dictation, Longitudinal study, Phonological awareness, Writing quality ; P50 HD052120 ; This NIH-funded author manuscript originally appeared in PubMed Central at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4350372. URL: http://diginole.lib.fsu.edu/islandora/object/fsu%3A330571/datastream/TN/view/Writing%20Quality%20in%20Chinese%20Children.jpg http://purl.flvc.org/fsu/fd/FSU_pmch_25750486 https://doi.org/10.1007/s11145-011-9330-y BASE Hide details

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