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The writing of African American students (Fitton et al., 2021) ...
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The writing of African American students (Fitton et al., 2021) ...
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State of the Practice of Team Science in Speech-Language Pathology and Audiology
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In: J Speech Lang Hear Res (2021)
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Average One Year Change in Lexical Measures of Written Narratives for School Age Students
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In: Read Writ Q (2019)
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School-Year Grammatical Development in Narrative Retells: Spanish-English Dual Language Learners ...
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School-Year Grammatical Development in Narrative Retells: Spanish-English Dual Language Learners ...
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Appendix – Supplemental material for School-Year Grammatical Development in Narrative Retells: Spanish-English Dual Language Learners ...
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Appendix – Supplemental material for School-Year Grammatical Development in Narrative Retells: Spanish-English Dual Language Learners ...
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Relationship Between Children’s Lexical Diversity in Written Narratives and Performance on a Standardized Reading Vocabulary Measure
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In: Assess Eff Interv (2018)
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Grade Level Expectations in Lexical Measures and Accuracy of Written Narrative Samples
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The Social Validity of Telepractice among Spanish-Speaking Caregivers of English Learners: An Examination of Moderators
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Core Vocabulary in Written Personal Narratives of School-Age Children
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Language Input Intervention Using Visual Feedback: Impact on Adult Words Delivered to at-Risk Bilingual Children
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Classroom Organization by Prior Performance Interactions as Predictors of Literacy and Language Achievement
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The Social Validity of Telepractice among Spanish-Speaking Caregivers of English Learners: An Examination of Moderators.
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Common Genetic and Environmental Influences on Reading, Spelling, and Writing for Older Children and Adolescents
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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.
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Keyword:
Education; Genetics; Language and languages
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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
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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
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Role of Parent Oral Language Input in the Development of Child Emergent Literacy Skills
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Teachers' and Speech-Language Pathologists' Perceptions of and Responses to Students' African American English Use within Academic Settings
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