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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 Hits 1 – 15 of 15 1 Examining the Underlying Dimensions of Morphological Awareness and Vocabulary Knowledge. Spencer, Mercedes (authoraut); Muse, Andrea (authoraut); Wagner, Richard K (authoraut). BASE Show details 2 Reconsidering the simple view of reading in an intriguing case of equivalent models: commentary on Tunmer and Chapman (2012). Wagner, Richard K (authoraut); Herrera, Sarah K (authoraut); Spencer, Mercedes (authoraut). BASE Show details 3 Applying a Multiple Group Causal Indicator Modeling Framework to the Reading Comprehension Skills of Third, Seventh, and Tenth Grade Students. Tighe, Elizabeth L (authoraut); Wagner, Richard K (authoraut); Schatschneider, Christopher (authoraut) BASE Show details 4 Uniqueness and Overlap: Characteristics and Longitudinal Correlates of Native Chinese Children's Writing in English as a Foreign Language. Zhang, Juan (authoraut); McBride-Chang, Catherine (authoraut); Wagner, Richard K (authoraut). BASE Show details 5 Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic. Brown Waesche, Jessica S (authoraut); Schatschneider, Christopher (authoraut); Maner, Jon K (authoraut). BASE Show details 6 Text Comprehension Mediates Morphological Awareness, Syntactic Processing, and Working Memory in Predicting Chinese Written Composition Performance. Guan, Connie Qun (authoraut); Ye, Feifei (authoraut); Wagner, Richard K (authoraut). BASE Show details 7 Dynamic assessment and its implications for RTI models. Wagner, Richard K (authoraut); Compton, Donald L (authoraut) BASE Show details 8 Modeling the development of written language. Wagner, Richard K (authoraut); Puranik, Cynthia S (authoraut); Foorman, Barbara (authoraut). BASE Show details 9 Rapid serial naming and reading ability: the role of lexical access. Logan, Jessica A R (authoraut); Schatschneider, Christopher (authoraut); Wagner, Richard K (authoraut) BASE Show details 10 Developmental relations between reading fluency and reading comprehension: a longitudinal study from Grade 1 to Grade 2. Lopez, Danielle (authoraut); Kim, Young-Suk (authoraut); Wagner, Richard K (authoraut) Abstract: From a developmental framework, relations among list reading fluency, oral and silent reading fluency, listening comprehension, and reading comprehension might be expected to change as children's reading skills develop. We examined developmental relations among these constructs in a latent-variable longitudinal study of first and second graders. Results showed that list reading fluency was uniquely related to reading comprehension in Grade 1, but not in Grade 2, after accounting for text reading fluency (oral or silent) and listening comprehension. In contrast, text reading fluency was uniquely related to reading comprehension in Grade 2, but not in Grade 1, after accounting for list reading fluency and listening comprehension. When oral reading fluency and silent reading fluency were compared, oral reading fluency was uniquely related to reading comprehension after accounting for silent reading fluency in Grade 1, whereas silent reading fluency was uniquely related to reading comprehension after accounting for oral reading fluency in Grade 2. ; P50 HD052120, P50 HD052120, P50 HD052120-01 ; This NIH-funded author manuscript originally appeared in PubMed Central at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3836363. Keyword: Achievement; Child; Comprehension; Female; Humans; Longitudinal Studies; Male; Memory; Reading; Short-Term; Speech Perception; Statistics as Topic; Students/psychology; Verbal Behavior URL: https://doi.org/10.1016/j.jecp.2012.03.002 http://diginole.lib.fsu.edu/islandora/object/fsu%3A330516/datastream/TN/view/Developmental%20relations%20between%20reading%20fluency%20and%20reading%20comprehension.jpg http://purl.flvc.org/fsu/fd/FSU_pmch_22726256 BASE Hide details 11 Comparing two forms of dynamic assessment and traditional assessment of preschool phonological awareness. Wagner, Richard K (authoraut); Rashotte, Carol A (authoraut); Torgesen, Joseph K (authoraut). BASE Show details 12 Learning letter names and sounds: effects of instruction, letter type, and phonological processing skill. Wagner, Richard K (authoraut); Piasta, Shayne B (authoraut) BASE Show details 13 Developing Early Literacy Skills: A Meta-Analysis of Alphabet Learning and Instruction. Piasta, Shayne B (authoraut); Wagner, Richard K (authoraut) BASE Show details 14 Fostering Alphabet Knowledge Development: A Comparison of Two Instructional Approaches. Piasta, Shayne B (authoraut); Purpura, David J (authoraut); Wagner, Richard K (authoraut) BASE Show details 15 Writing Quality in Chinese Children: Speed and Fluency Matter. Yan, Cathy Ming Wai (authoraut); McBride-Chang, Catherine (authoraut); Wagner, Richard K (authoraut). BASE Show details

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