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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 3 4 5 Hits 21 – 40 of 87 21 Do the symptoms of language disorder align with treatment goals? An exploratory study of primary-grade students’ IEPs Schmitt, Mary Beth; Justice, Laura M.; Logan, Jessica A.R.... In: Journal of communication disorders. - New York, NY : Elsevier 52 (2014), 99-110 OLC Linguistik Show details 22 Component processes in reading: shared and unique variance in serial and isolated naming speed Logan, Jessica A. R.; Schatschneider, Christopher In: Reading and writing. - New York, NY : Springer Science+Business Media 27 (2014) 5, 905-922 BLLDB OLC Linguistik Show details 23 Understanding Inadequate Response to First Grade Multi-Tier Intervention: Nomothetic and Idiographic Perspectives Greulich, Luana; Al Otaiba, Stephanie; Schatschneider, Christopher. - 2014 BASE Show details 24 A latent variable approach to the simple view of reading Schatschneider, Christopher; Kershaw, Sarah In: Reading and writing. - New York, NY : Springer Science+Business Media 25 (2012) 2, 433-464 BLLDB OLC Linguistik Show details 25 Evidence for Common Etiological Influences on Early Literacy Skills in Kindergarten Soden-Hensler, Brooke; Taylor, Jeanette; Schatschneider, Christopher. - 2012 BASE Show details 26 Social-Emotional Functioning of Elementary-Age Deaf Children: A Profile Analysis Vogel-Walcutt, Jennifer J.; Schatschneider, Christopher.; Bowers, Clint A. In: American annals of the deaf. - Washington, DC : Gallaudet Univ. Press 156 (2011) 1, 6-22 OLC Linguistik Show details 27 Rapid serial naming and reading ability: the role of lexical access Schatschneider, Christopher; Wagner, Richard K.; Logan, Jessica A. R. In: Reading and writing. - New York, NY : Springer Science+Business Media 24 (2011) 1, 1-25 BLLDB OLC Linguistik Show details 28 Long-term cumulative structural priming persists for (at least) one week Kaschak, Michael; Schatschneider, Christopher; Kutta, Timothy J. In: Memory & cognition. - Heidelberg [u.a.] : Springer 39 (2011) 3, 381-388 BLLDB OLC Linguistik Show details 29 Testing the Impact of Child Characteristics × Instruction Interactions on Third Graders' Reading Comprehension by Differentiating Literacy Instruction Connor, Carol McDonald; Morrison, Fredrick J.; Fishman, Barry J.. - : Blackwell Publishing Ltd, 2011. : Wiley Periodicals, Inc., 2011 BASE Show details 30 Rapid serial naming and reading ability: the role of lexical access Logan, Jessica A. R.; Schatschneider, Christopher; Wagner, Richard K.. - 2011 BASE Show details 31 Relations Among Student Attention Behaviors, Teacher Practices, and Beginning Word Reading Skill Sáez, Leilani; Folsom, Jessica Sidler; Al Otaiba, Stephanie; Schatschneider, Christopher. - 2011 Abstract: The role of student attention for predicting kindergarten word reading was investigated among 432 students. Using SWAN behavior rating scores, we conducted an exploratory factor analysis, which yielded three distinct factors that reflected selective attention. In this study, we focused on the role of one of these factors, which we labeled attention-memory behaviors, for predicting reading performance. Teacher ratings of attention predicted word reading above and beyond the contribution of phonological awareness and vocabulary knowledge. In addition, the relations between four teacher practices and attention ratings for predicting reading performance were examined. Using HLM, significant interactions between student attention and teacher practices observed during literacy instruction were found. In general, as ratings of attention improved, better kindergarten word reading performance was associated with high levels of classroom behavior management. However, by mid-year, better word reading performance was not associated with high levels of teacher task- orienting. A significant three-way interaction was also found among attention, individualized instruction, and teacher task re-directions. The role of regulating kindergarten student attention to support beginning word reading skill development is discussed. Keyword: Article URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3328644 http://www.ncbi.nlm.nih.gov/pubmed/22207616 https://doi.org/10.1177/0022219411431243 BASE Hide details 32 Conversational language use as a predictor of early reading development: language history as a moderating variable DeThorne, Laura S.; Petrill, Stephen A.; Schatschneider, Christopher... In: Journal of speech, language, and hearing research. - Rockville, Md. : American Speech-Language-Hearing Association 53 (2010) 1, 209-223 BLLDB Show details 33 Predicting individual differences in reading comprehension: a twin study Thompson, Lee A.; Petrill, Stephen A.; Harlaar, Nicole... In: Annals of dyslexia. - New York, NY : Springer 60 (2010) 2, 265-288 BLLDB OLC Linguistik Show details 34 Teacher quality moderates the genetic effects on early reading Taylor, Jeanette; Roehrig, Alysia D.; Hensler, Brooke Soden... In: Science. - Washington, DC : AAAS, American Assoc. for the Advancement of Science 328 (2010) 5977, 512-514 BLLDB Show details 35 Do different types of school mathematics development depend on different constellations of numerical versus general cognitive abilities? Fuchs, Lynn S.; Geary, David C.; Compton, Donald L.... In: Developmental psychology. - Richmond, Va. [u.a.] : American Psychological Association 46 (2010) 6, 1731-1746 BLLDB Show details 36 Individualizing student instruction precisely: effects of child × instruction interactions on first graders' literacy development Connor, Carol McDonald; Piasta, Shayne B.; Fishman, Barry... In: Child development. - Malden, Ma. [u.a.] : Blackwell 80 (2009) 1, 77-100 BLLDB Show details 37 Using response to kindergarten and first grade intervention to identify children at-risk for long-term reading difficulties Scanlon, Donna M.; Zhang, Haiyan; Vellutino, Frank R.... In: Reading and writing. - New York, NY : Springer Science+Business Media 21 (2008) 4, 437-480 BLLDB OLC Linguistik Show details 38 Effects of Small-Group Tutoring with and without Validated Classroom Instruction on At-Risk Students' Math Problem Solving: Are Two Tiers of Prevention Better Than One? Fuchs, Lynn S.; Fuchs, Douglas; Craddock, Caitlin. - 2008 BASE Show details 39 Longitudinal genetic analysis of early reading: the Western Reserve Reading Project Petrill, Stephen A.; Thompson, Lee A.; Schatschneider, Christopher... In: Reading and writing. - New York, NY : Springer Science+Business Media 20 (2007) 1-2, 127-146 BLLDB OLC Linguistik Show details 40 Vocabulary acquisition : implications for reading comprehension McKeown, Margaret G.; Penney, Trevor B.; Disney, Laurel. - New York : Guilford Press, 2007 BLLDB UB Frankfurt Linguistik Show details Page: 1 2 3 4 5

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