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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 – 5 of 5 1 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 2 Dynamic assessment and its implications for RTI models. Wagner, Richard K (authoraut); Compton, Donald L (authoraut) BASE Show details 3 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) Abstract: From a developmental framework, relations among list reading fluency, oral and silent reading fluency, listening comprehension, and reading comprehension might be expected to change as children's reading skills develop. We examined developmental relations among these constructs in a latent-variable longitudinal study of first and second graders. Results showed that list reading fluency was uniquely related to reading comprehension in Grade 1, but not in Grade 2, after accounting for text reading fluency (oral or silent) and listening comprehension. In contrast, text reading fluency was uniquely related to reading comprehension in Grade 2, but not in Grade 1, after accounting for list reading fluency and listening comprehension. When oral reading fluency and silent reading fluency were compared, oral reading fluency was uniquely related to reading comprehension after accounting for silent reading fluency in Grade 1, whereas silent reading fluency was uniquely related to reading comprehension after accounting for oral reading fluency in Grade 2. ; P50 HD052120, P50 HD052120, P50 HD052120-01 ; This NIH-funded author manuscript originally appeared in PubMed Central at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3836363. Keyword: Achievement; Child; Comprehension; Female; Humans; Longitudinal Studies; Male; Memory; Reading; Short-Term; Speech Perception; Statistics as Topic; Students/psychology; Verbal Behavior URL: https://doi.org/10.1016/j.jecp.2012.03.002 http://diginole.lib.fsu.edu/islandora/object/fsu%3A330516/datastream/TN/view/Developmental%20relations%20between%20reading%20fluency%20and%20reading%20comprehension.jpg http://purl.flvc.org/fsu/fd/FSU_pmch_22726256 BASE Hide details 4 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 5 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

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