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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 writing of African American students (Fitton et al., 2021) ... Fitton, Lisa; Johnson, Lakeisha; Wood, Carla. - : ASHA journals, 2021 BASE Show details 2 The writing of African American students (Fitton et al., 2021) ... Fitton, Lisa; Johnson, Lakeisha; Wood, Carla. - : ASHA journals, 2021 BASE Show details 3 State of the Practice of Team Science in Speech-Language Pathology and Audiology Wood, Carla; Romano, Mollie; Levites Strekalova, Yulia A.... In: J Speech Lang Hear Res (2021) BASE Show details 4 Matthew effects in writing productivity during second grade [<Journal>] Wood, Carla [Verfasser]; Schatschneider, Christopher [Verfasser]; Wanzek, Jeanne [Verfasser] DNB Subject Category Language Show details 5 Average One Year Change in Lexical Measures of Written Narratives for School Age Students WOOD, Carla L.; SCHATSCHNEIDER, Christopher W.; HART, Sara In: Read Writ Q (2019) BASE Show details 6 School-Year Grammatical Development in Narrative Retells: Spanish-English Dual Language Learners ... Wofford, Mary Claire; Wood, Carla L.. - : Figshare, 2018 BASE Show details 7 School-Year Grammatical Development in Narrative Retells: Spanish-English Dual Language Learners ... Wofford, Mary Claire; Wood, Carla L.. - : Figshare, 2018 BASE Show details 8 Appendix – Supplemental material for School-Year Grammatical Development in Narrative Retells: Spanish-English Dual Language Learners ... Wofford, Mary Claire; Wood, Carla L.. - : SAGE Journals, 2018 BASE Show details 9 Appendix – Supplemental material for School-Year Grammatical Development in Narrative Retells: Spanish-English Dual Language Learners ... Wofford, Mary Claire; Wood, Carla L.. - : SAGE Journals, 2018 BASE Show details 10 Relationship Between Children’s Lexical Diversity in Written Narratives and Performance on a Standardized Reading Vocabulary Measure Wood, Carla L.; Bustamante, Kristina N.; Schatschneider, Christopher... In: Assess Eff Interv (2018) BASE Show details 11 Grade Level Expectations in Lexical Measures and Accuracy of Written Narrative Samples Wood, Carla; Schatschneider, Christopher; Hart, Sara. - 2017 BASE Show details 12 The Social Validity of Telepractice among Spanish-Speaking Caregivers of English Learners: An Examination of Moderators FITTON, LISA; BUSTAMANTE, KRISTINA N.; WOOD, CARLA. - : University Library System, University of Pittsburgh, 2017 BASE Show details 13 Core Vocabulary in Written Personal Narratives of School-Age Children Wood, Carla; Appleget, Allyssa; Hart, Sara. - 2016 BASE Show details 14 Language Input Intervention Using Visual Feedback: Impact on Adult Words Delivered to at-Risk Bilingual Children McDowell, Stephen D., 1958- (university representative); School of Communication Science and Disorders (degree granting departmentdgg); Tibi, Sana (committee member). - : Florida State University BASE Show details 15 Classroom Organization by Prior Performance Interactions as Predictors of Literacy and Language Achievement Pilcher, Heather (authoraut); Kim, Young-Suk (professor directing dissertation); Wood, Carla (university representative). - : Florida State University BASE Show details 16 The Social Validity of Telepractice among Spanish-Speaking Caregivers of English Learners: An Examination of Moderators. Bustamante, Kristina N (authoraut); Fitton, Lisa (authoraut); Wood, Carla (authoraut) BASE Show details 17 Common Genetic and Environmental Influences on Reading, Spelling, and Writing for Older Children and Adolescents Diehm, Emily A. (Emily Anne) (authoraut); Wood, Carla (professor directing dissertation); Schatschneider, Christopher (university representative); Catts, Hugh W. (Hugh William), 1949- (committee member); Hart, Sara (committee member); Florida State University (degree granting institution); College of Communication and Information (degree granting college); School of Communication Science and Disorders (degree granting department). - : Florida State University Abstract: Narrative writing samples were collected and analyzed for a total sample size of 826 students (413 twin pairs; 159 monozygotic and 524 dizygotic pairs) from the Florida Twin Project on Behavior and Environment (FTP-BE) database who comprise a subset of the Florida Twin Project on Reading (FTP-R). Twins' writing samples were coded using Systematic Analysis of Language Transcript (SALT) conventions to derive measures of syntactic complexity (mean length utterance, clausal density); measures commonly used to assess adolescent writing. Concurrent measures of reading comprehension and spelling were obtained from the Florida Progress Monitoring and Reporting Network (PMRN). Using a behavioral-genetic approach, the common and unique genetic, environmental, and non-shared environmental influences on each variable were analyzed using univariate and multivariate Choleskey decomposition models. Findings suggest that non-shared environmental influences are responsible for much of the variation we see in students' written syntactic complexity, with minimal influence from genes. In contrast, reading comprehension and spelling appear to be highly heritable, with some genetic influences overlapping between the two skills. Shared environmental influences were negligible for all literacy constructs other than reading comprehension. The discussion centers on our need to further understand differential methods of writing assessment, with a focus on the use of traditional elicitation contexts for language sampling within writing, similar to writing expectations on state- and national-level achievement assessments. ; A Dissertation submitted to the School of Communication Science and Disorders in partial fulfillment of the Doctor of Philosophy. ; Fall Semester 2015. ; August 6, 2015. ; quantitative genetics, reading, spelling, syntactic complexity, twins, writing ; Includes bibliographical references. ; Carla Wood, Professor Directing Dissertation; Christopher Schatschneider, University Representative; Hugh Catts, Committee Member; Sara Hart, Committee Member. Keyword: Education; Genetics; Language and languages URL: http://purl.flvc.org/fsu/fd/FSU_2015fall_Diehm_fsu_0071E_12849 http://diginole.lib.fsu.edu/islandora/object/fsu%3A291357/datastream/TN/view/Common%20Genetic%20and%20Environmental%20Influences%20on%20Reading,%20Spelling,%20and%20Writing%20for%20Older%20Children%20and%20Adolescents.jpg BASE Hide details 18 Capitalizing on Protective Factors: Establishing a Child and Youth Care Worker-Implemented Language Intervention for Use in Child and Youth Care Centers in South Africa Wood, Carla (professor directing dissertation); McDowell, Stephen D. (committee member); Florida State University (degree granting institution). - : Florida State University BASE Show details 19 Role of Parent Oral Language Input in the Development of Child Emergent Literacy Skills Roehrig, Alysia D., 1975- (committee member); Florida State University (degree granting institution); Tabulda, Galiya A. (authoraut). - : Florida State University BASE Show details 20 Teachers' and Speech-Language Pathologists' Perceptions of and Responses to Students' African American English Use within Academic Settings Hall-Mills, Shannon S. (professor co-directing dissertation); School of Communication Science and Disorders (degree granting departmentdgg); Sunderman, Gretchen L. (university representative). - : Florida State University BASE Show details Page: 1 2

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