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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 Hits 61 – 75 of 75 61 CBM Reading, Mathematics, and Written Expression at the Secondary Level: Examining Latent Composite Relations Among Indices and Unique Predictions With a State Achievement Test. Codding, Robin S (authoraut); Petscher, Yaacov (authoraut); Truckenmiller, Adrea (authoraut) BASE Show details 62 Dimensionality and Reliability of Letter Writing in 3- to 5-Year-Old Preschool Children. Puranik, Cynthia S (authoraut); Petscher, Yaacov (authoraut); Lonigan, Christopher J (authoraut) BASE Show details 63 Psychometric Analysis of the Diagnostic Evaluation of Language Variation Assessment Petscher, Yaacov M. (authoraut); Connor, Carol McDonald (authoraut); Al Otaiba, Stephanie Dent (authoraut) BASE Show details 64 The Utility and Accuracy of Oral Reading Fluency Score Types in Predicting Reading Comprehension Petscher, Yaacov (authoraut); Kim, Young-Suk (authoraut) BASE Show details 65 Consequences of Misspecifying Levels of Variance in Cross-Classified Longitudinal Data Structures. Gilbert, Jennifer (authoraut); Petscher, Yaacov (authoraut); Compton, Donald L (authoraut). BASE Show details 66 Consequences Of Misspecifying Levels Of Variance In Cross-classified Longitudinal Data Structures Gilbert, Jennifer (authoraut); Petscher, Yaacov (authoraut); Compton, Donald L. (authoraut). BASE Show details 67 The Structure of Oral Language and Reading and Their Relation to Comprehension in Kindergarten through Grade 2. Foorman, Barbara R (authoraut); Herrera, Sarah (authoraut); Petscher, Yaacov (authoraut). BASE Show details 68 Individual and group sensitivity to remedial reading program design: Examining reading gains across three middle school reading projects. Calhoon, Mary Beth (authoraut); Petscher, Yaacov (authoraut) BASE Show details 69 A synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties. Swanson, Elizabeth (authoraut); Wanzek, Jeanne (authoraut); Petscher, Yaacov (authoraut). BASE Show details 70 Language general and specific factors in letter acquisition: Considering child and letter characteristics in Korean Kim, Young-Suk (authoraut); Petscher, Yaacov (authoraut) BASE Show details 71 Learning to write letters: examination of student and letter factors. Puranik, Cynthia S (authoraut); Petscher, Yaacov (authoraut); Lonigan, Christopher J (authoraut) BASE Show details 72 The Contribution of Vocabulary Knowledge and Spelling to the Reading Comprehension of Adolescents Who Are and Are Not English Language Learners. Reed, Deborah K (authoraut); Petscher, Yaacov (authoraut); Foorman, Barbara R (authoraut) Abstract: This study examined the contributions of vocabulary and spelling to the reading comprehension of students in grades 6-10 who were and were not classified as English language learners. Results indicate that vocabulary accounted for greater between-grade differences and unique variance (ΔR(2) = .11 to .31) in comprehension as compared to spelling (ΔR(2) = .01 to .09). However, the contribution of spelling to comprehension was higher in the upper grade levels included in this cross-sectional analysis and functioned as a mediator of the impact of vocabulary knowledge at all levels. The direct effect of vocabulary was strong but lower in magnitude at each successive grade level from .58 in grade 6 to .41 in grade 10 while the indirect effect through spelling increased in magnitude at each successive grade level from .09 in grade 6 to .16 in grade 10. There were no significant differences between the language groups in the magnitude of the indirect impact, suggesting both groups of students relied more on both sources of lexical information in higher grades as compared to students in lower grades. ; English Learners, Adolescents, Reading comprehension, Spelling, Vocabulary ; P50 HD052120 ; This NIH-funded author manuscript originally appeared in PubMed Central at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4905721. URL: http://diginole.lib.fsu.edu/islandora/object/fsu%3A523421/datastream/TN/view/Contribution%20of%20Vocabulary%20Knowledge%20and%20Spelling%20to%20the%20Reading%20Comprehension%20of%20Adolescents%20Who%20Are%20and%20Are%20Not%20English%20Language%20Learners.jpg https://doi.org/10.1007/s11145-015-9619-3 http://purl.flvc.org/fsu/fd/FSU_pmch_27313395 BASE Hide details 73 Dialect variation and reading: is change in nonmainstream American English use related to reading achievement in first and second grades? Terry, Nicole Patton (authoraut); Connor, Carol McDonald (authoraut); Petscher, Yaacov (authoraut). BASE Show details 74 Examining General and Specific Factors in the Dimensionality of Oral Language and Reading in 4th-10th Grades. Foorman, Barbara R (authoraut); Koon, Sharon (authoraut); Petscher, Yaacov (authoraut). BASE Show details 75 Relations of emergent literacy skill development with conventional literacy skill development in Korean Kim, Young-Suk (authoraut); Petscher, Yaacov (authoraut) BASE Show details Page: 1 2 3 4

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