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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); Chan, Shingfong (authoraut) Abstract: Longitudinal predictors of writing composition in Chinese and English written by the same 153 Hong Kong nine-year-old children were tested, and their production errors within the English essays across ten categories, focusing on punctuation, spelling, and grammar, were compared to errors made by ninety American nine-year-olds writing on the same topic. The correlation between quality of the compositions in Chinese and English was .53. In stepwise regression analyses examining early predictors at ages between five and nine years, tasks of speed or fluency were consistently uniquely associated with Chinese writing composition; measures of English vocabulary knowledge, word reading, or both were consistently uniquely associated with English writing quality. Compared to the American children, Chinese children's writing reflected significantly higher proportions of errors in all grammatical categories but did not differ in punctuation or spelling. Findings underscore both similarities and differences in writing at different levels across languages. ; Language production errors, Language transfer, Longitudinal predictors, Second language writing, Writing quality ; P50 HD052120 ; This NIH-funded author manuscript originally appeared in PubMed Central at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4341962. URL: https://doi.org/10.1017/S1366728913000163 http://diginole.lib.fsu.edu/islandora/object/fsu%3A330570/datastream/TN/view/Uniqueness%20and%20Overlap.jpg http://purl.flvc.org/fsu/fd/FSU_pmch_25729319 BASE Hide 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). BASE Show details

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