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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 1 – 20 of 66 1 Early Identification of Reading Disabilities within a RTI Framework Catts, Hugh W.; Nielsen, Diane Corcoran; Bridges, Mindy Sittner. - : SAGE Publications, 2017 BASE Show details 2 The influence of neighborhood density and word frequency on phoneme awareness in 2nd and 4th grades Hogan, Tiffany P.; Bowles, Ryan P.; Catts, Hugh W.. - : Elsevier, 2016 BASE Show details 3 Morphosyntax in Poor Comprehenders Adlof, Suzanne M.; Catts, Hugh W.. - 2015 BASE Show details 4 Learning to Read Chinese: The Relative Roles of Phonological Awareness and Morphological Awareness Chan, Yi-Chih. - : University of Kansas, 2013 BASE Show details 5 Is weak oral language associated with poor spelling in school-age children with specific language impairment, dyslexia or both? Catts, Hugh W.; McCarthy, Jillian H.; Hogan, Tiffany P. In: Clinical linguistics & phonetics. - London : Informa Healthcare 26 (2012) 9, 791-805 BLLDB OLC Linguistik Show details 6 Is Weak Oral Language Associated with Poor Spelling in School-Age Children with Specific Language Impairment, Dyslexia, or Both? McCarthy, Jillian H.; Hogan, Tiffany P.; Catts, Hugh W.. - 2012 BASE Show details 7 Is weak oral language associated with poor spelling in school-age children with specific language impairment, dyslexia or both? McCarthy, Jillian H.; Hogan, Tiffany; Catts, Hugh W. In: Special Education and Communication Disorders Faculty Publications (2012) BASE Show details 8 The influence of neighborhood density and word frequency on phoneme awareness in 2nd and 4th grades Storkel, Holly L.; Hogan, Tiffany P.; Catts, Hugh W.... In: Journal of communication disorders. - New York, NY : Elsevier 44 (2011) 1, 49-58 BLLDB OLC Linguistik Show details 9 Language and reading disabilities Westby, Carol E.; Kamhi, Alan G.; Apel, Kenn. - Boston [u.a.] : Pearson, 2011 BLLDB UB Frankfurt Linguistik Show details 10 The Use of a Dynamic Screening of Phonological Awareness to Predict Risk for Reading Disabilities in Kindergarten Children Bridges, Mindy Sittner; Catts, Hugh W.. - 2011 BASE Show details 11 Story Presentation Effects on the Narratives of Preschool Children From Low and Middle Socioeconomic Homes McConnell, Grace Eileen. - : University of Kansas, 2011 BASE Show details 12 The influence of neighborhood density and word frequency on phoneme awareness in 2nd and 4th grades Hogan, Tiffany; Bowles, Ryan P.; Catts, Hugh W.... In: Special Education and Communication Disorders Faculty Publications (2011) BASE Show details 13 Kindergarten Predictors of Second vs. Eighth Grade Reading Comprehension Impairments Adlof, Suzanne M.; Catts, Hugh W.; Lee, Jaehoon. - 2010 BASE Show details 14 The case for the narrow view of reading : clinical forum ; [including commentary and author's epilogue] Scott, Cheryl M. (Komm.); Ehren, Barbara J. (Komm.); Hook, Pamela E. (Komm.)... In: Language, speech and hearing services in schools. - Rockville, Md. : Assoc. 40 (2009) 2, 174-215 BLLDB OLC Linguistik Show details 15 The Narrow View of Reading Promotes a Broad View of Comprehension Catts, Hugh W In: Language, speech and hearing services in schools. - Rockville, Md. : Assoc. 40 (2009) 2, 178-183 OLC Linguistik Show details 16 The component skills underlying reading fluency in adolescent readers: a latent variable analysis Catts, Hugh W.; Anthony, Jason L.; Barth, Amy Elizabeth In: Reading and writing. - New York, NY : Springer Science+Business Media 22 (2009) 5, 567-590 BLLDB OLC Linguistik Show details 17 Phonological Awareness Development of Preschool Children with Cochlear Implants Ambrose, Sophie Eva. - : University of Kansas, 2009 BASE Show details 18 Language Ability and Social Withdrawal: Ratings of English Language Learning Children's Withdrawn Behavior in Native and Nonnative Language Contexts Ash, Andrea Christine. - : University of Kansas, 2009 Abstract: This study is one of the first investigations of withdrawn behavior in English language learning (ELL) children. Children with communication difficulties are known to have increased levels of withdrawn behavior. Withdrawn behavior, particularly shyness, has been associated with negative developmental outcomes. The purpose of this study was to determine if ELL children's withdrawn behaviors, principally shyness and unsociability, increased as a result of communication barriers in an English speaking context. Thirty-four ELL children, thirty-seven native English (NE) speaking children, and seventy-one parents participated in the study. Children were administered the PPVT-4, the EVT-2, a hypothetical peer judgment task, and a questionnaire regarding their own social behavior. Parents were administered two questionnaires, one addressing their child's social behavior and another addressing their child's language abilities. Results indicated that overall, children in the ELL and NE had similar ratings for shy and unsociable behavior of hypothetical peers. This finding supported the use of shy and unsociable subtypes of withdrawn behavior as recognizable constructs between the two groups of children. In the ELL group, child and parent ratings of the child's shy and unsociable behaviors were elicited across native language and English speaking contexts. Results from the ELL children and their parents indicated that ratings of shyness increased in English speaking contexts compared to their native language context. Ratings of unsociability in the ELL children did not change across language context. An investigation of the similarity of child and parent ratings found that ELL children and their parents had similar ratings of the child's withdrawn behavior. Child ratings of withdrawal in the NE group were significantly different than the parent ratings. A comparison of child ratings of withdrawn behavior in the native language of the ELL and NE groups found significant differences in ratings of shyness and unsociability. The results from this study demonstrated the value of investigating shyness and unsociability as differing constructs of withdrawn behavior. Additionally the results indicated that ratings of shyness for ELL children increase when the child is participating in English speaking contexts. Future research is needed to address the impact of this finding. Keyword: Behavioral ratings; Bilingual and multicultural education; Developmental psychology; English language learning; Language; Language acquisition; Shyness; Social withdrawal; Unsociability URL: http://dissertations.umi.com/ku:10515 http://hdl.handle.net/1808/5654 BASE Hide details 19 Reading achievement growth in children with language impairments Little, Todd D.; Catts, Hugh W.; Bridges, Mindy Sittner... In: Journal of speech, language, and hearing research. - Rockville, Md. : American Speech-Language-Hearing Association 51 (2008) 6, 1569-1579 BLLDB OLC Linguistik Show details 20 Language deficits in poor comprehenders : a case for the simple view of reading Weismer, Susan Ellis; Adlof, Suzanne M.; Catts, Hugh W. In: Journal of speech, language, and hearing research. - Rockville, Md. : American Speech-Language-Hearing Association 49 (2006) 2, 278-293 BLLDB OLC Linguistik Show details Page: 1 2 3 4

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