47 |
Examining the Underlying Dimensions of Morphological Awareness and Vocabulary Knowledge.
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48 |
Developmental Relations Between Reading and Writing at the Word, Sentence and Text Levels: A Latent Change Score Analysis
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49 |
Reconsidering the simple view of reading in an intriguing case of equivalent models: commentary on Tunmer and Chapman (2012).
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50 |
Applying a Multiple Group Causal Indicator Modeling Framework to the Reading Comprehension Skills of Third, Seventh, and Tenth Grade Students.
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51 |
Uniqueness and Overlap: Characteristics and Longitudinal Correlates of Native Chinese Children's Writing in English as a Foreign Language.
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52 |
Predictors of Reading Comprehension: A Model-Based Meta-analytic Review
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53 |
Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic.
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54 |
Spanish Translation and Validation of the Interpersonal Needs Questionnaire
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55 |
Text Comprehension Mediates Morphological Awareness, Syntactic Processing, and Working Memory in Predicting Chinese Written Composition Performance.
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58 |
Rapid serial naming and reading ability: the role of lexical access.
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59 |
Relationships Betweeen Measures of Word Knowledge and Reading Comprehension in Third- and Seventh-Grade Children
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60 |
Developmental relations between reading fluency and reading comprehension: a longitudinal study from Grade 1 to Grade 2.
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