• Refine your search:
  • 
    Keyword:
    
    • Humans (5)
    • Reading (5)
    • Female (4)
    • Male (4)
    • Adult (3)
    • Child (3)
    • Comprehension (3)
    • Middle Aged (2)
    • Models (2)
    • Preschool (2)
    •   more
  • 
    Creator / Publisher
  • 
    Year:
    
  • 
    Medium:
    
    • Online (17)
  • 
    Type
  • 
    BLLDB-Access:
    • free (17)
    • subject to license (0)

Search in the Catalogues and Directories

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 – 17 of 17 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 Examining transactional influences between reading achievement and antisocially-behaving friends. Hart, Sara A (authoraut); Mikolajewski, Amy J (authoraut); Johnson, Wendy (authoraut). BASE Show details 3 Investigating Predictors of Listening Comprehension in Third-, Seventh-, and Tenth-Grade Students: A Dominance Analysis Approach. Tighe, Elizabeth L (authoraut); Spencer, Mercedes (authoraut); Schatschneider, Christopher (authoraut) BASE Show details 4 Expanding the Developmental Models of Writing: A Direct and Indirect Effects Model of Developmental Writing (DIEW) Kim, Young-Suk (authoraut); Schatschneider, Christopher (authoraut) BASE Show details 5 Expanding the developmental models of writing: A direct and indirect effects model of developmental writing (DIEW). Kim, Young-Suk Grace (authoraut); Schatschneider, Christopher (authoraut) BASE Show details 6 Examining transactional influences between reading achievement and antisocially-behaving friends Hart, Sara (authoraut); Mikolajewski, Amy (authoraut); Johnson, Wendy (Psychologist) (authoraut). BASE Show details 7 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 8 Modeling the Relations Among Morphological Awareness Dimensions, Vocabulary Knowledge, and Reading Comprehension in Adult Basic Education Students. Tighe, Elizabeth L (authoraut); Schatschneider, Christopher (authoraut) BASE Show details 9 Modeling the Relations Among Morphological Awareness Dimensions, Vocabulary Knowledge, and Reading Comprehension in Adult Basic Education Students Tighe, Elizabeth L. (authoraut); Schatschneider, Christopher (authoraut) BASE Show details 10 Writing Evaluation: Rater and Task Effects on the Reliability of Writing Scores for Children in Grades 3 and 4. Kim, Grace Young-Suk (authoraut); Schatschneider, Christopher (authoraut); Wanzek, Jeanne (authoraut); Gatlin, Brandy (authoraut); Al Otaiba, Stephanie (authoraut) Abstract: We examined how raters and tasks influence measurement error in writing evaluation and how many raters and tasks are needed to reach a desirable level of .90 and .80 reliabilities for children in Grades 3 and 4. A total of 211 children (102 boys) were administered three tasks in narrative and expository genres, respectively, and their written compositions were evaluated in widely used evaluation methods for developing writers: holistic scoring, productivity, and curriculum-based writing scores. Results showed that 54% and 52% of variance in narrative and expository compositions were attributable to true individual differences in writing. Students' scores varied largely by tasks (30.44% and 28.61% of variance), but not by raters. To reach the reliability of .90, multiple tasks and raters were needed, and for the reliability of .80, a single rater and multiple tasks were needed. These findings offer important implications about reliably evaluating children's writing skills, given that writing is typically evaluated by a single task and a single rater in classrooms and even in state accountability systems. ; Generalizability theory, Assessment, Rater effect, Task effect, Writing ; P50 HD052120 ; This NIH-funded author manuscript originally appeared in PubMed Central at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5653319. URL: http://purl.flvc.org/fsu/fd/FSU_pmch_29075050 https://doi.org/10.1007/s11145-017-9724-6 http://diginole.lib.fsu.edu/islandora/object/fsu%3A600805/datastream/TN/view/Writing%20Evaluation.jpg BASE Hide details 11 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 12 A Quantile Regression Approach to Understanding the Relations Among Morphological Awareness, Vocabulary, and Reading Comprehension in Adult Basic Education Students. Tighe, Elizabeth L (authoraut); Schatschneider, Christopher (authoraut) BASE Show details 13 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 14 Genetic influence on literacy constructs in kindergarten and first grade: evidence from a diverse twin sample. Taylor, Jeanette (authoraut); Schatschneider, Christopher (authoraut) BASE Show details 15 Examining the Relationships of Component Reading Skills to Reading Comprehension in Struggling Adult Readers: A Meta-Analysis. Schatschneider, Christopher (authoraut); Tighe, Elizabeth L (authoraut) BASE Show details 16 Relations among student attention behaviors, teacher practices, and beginning word reading skill. Sáez, Leilani (authoraut); Folsom, Jessica Sidler (authoraut); Al Otaiba, Stephanie (authoraut). BASE Show details 17 Evidence for Common Etiological Influences on Early Literacy Skills in Kindergarten. Soden-Hensler, Brooke (authoraut); Taylor, Jeanette (authoraut); Schatschneider, Christopher (authoraut) BASE Show details

Mobile view All Catalogues UB Frankfurt Linguistik 0 IDS Mannheim 0 OLC Linguistik 0 UB Frankfurt Retrokatalog 0 DNB Subject Category Language 0 Institut für Empirische Sprachwissenschaft 0 Leibniz-Centre General Linguistics (ZAS) 0 Bibliographies BLLDB 0 BDSL 0 IDS Bibliografie zur deutschen Grammatik 0 IDS Bibliografie zur Gesprächsforschung 0 IDS Konnektoren im Deutschen 0 IDS Präpositionen im Deutschen 0 IDS OBELEX meta 0 MPI-SHH Linguistics Collection 0 MPI for Psycholinguistics 0 Linked Open Data catalogues Annohub 0 Online resources Link directory 0 Journal directory 0 Database directory 0 Dictionary directory 0 Open access documents BASE 17 Linguistik-Repository 0 IDS Publikationsserver 0 Online dissertations 0 Language Description Heritage 0