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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 Hits 1 – 20 of 27 1 Utterance length, complexity, and errors (Castilla-Earls et al., 2021) ... Castilla-Earls, Anny; Francis, David J.; Iglesias, Aquiles. - : ASHA journals, 2021 BASE Show details 2 Utterance length, complexity, and errors (Castilla-Earls et al., 2021) ... Castilla-Earls, Anny; Francis, David J.; Iglesias, Aquiles. - : ASHA journals, 2021 BASE Show details 3 Bilingual phonological awareness: Construct validation of Grade 1 Spanish-speaking English learners Khalaf, Shiva; Santi, Kristi L.; Kulesz, Paulina A.... In: New Dir Child Adolesc Dev (2019) BASE Show details 4 IQ-Achievement Discrepancy for Identification of Disabilities in Spanish-speaking English Learners Santi, Kristi L.; Khalaf, Shiva; Bunta, Ferenc... In: New Dir Child Adolesc Dev (2019) BASE Show details 5 Moving Forward by Looking Back: Understanding Why Some Spanish-Speaking English Learners Fall Behind Rojas, Raúl; Hiebert, Lindsey; Gusewski, Svenja... In: New Dir Child Adolesc Dev (2019) BASE Show details 6 Extending the Simple View of Reading to Account for Variation Within Readers and Across Texts: The Complete View of Reading (CVRi) Francis, David J.; Kulesz, Paulina A.; Benoit, Julia S.. - 2018 BASE Show details 7 Beyond the bilingual advantage: The potential role of genes and environment on the development of cognitive control Hernandez, Arturo E.; Greene, Maya R.; Vaughn, Kelly A.. - 2015 BASE Show details 8 Adolescents’ motivation for reading: group differences and relation to standardized achievement Wolters, Christopher A.; Denton, Carolyn A.; York, Mary J.... In: Reading and writing. - New York, NY : Springer Science+Business Media 27 (2014) 3, 503-533 OLC Linguistik Show details 9 Effects of Tier 3 Intervention for Students With Persistent Reading Difficulties and Characteristics of Inadequate Responders Denton, Carolyn A.; Tolar, Tammy D.; Fletcher, Jack M.. - 2013 BASE Show details 10 Psychometric Properties of Maze Tasks in Middle School Students Tolar, Tammy D.; Barth, Amy E.; Francis, David J.. - 2011 BASE Show details 11 The Relations Among Oral and Silent Reading Fluency and Comprehension in Middle School: Implications for Identification and Instruction of Students With Reading Difficulties Denton, Carolyn A.; Barth, Amy E.; Fletcher, Jack M.. - 2011 BASE Show details 12 Cognitive Correlates of Inadequate Response to Reading Intervention Fletcher, Jack M.; Stuebing, Karla K.; Barth, Amy E.. - 2011 BASE Show details 13 A test of the cerebellar hypothesis of dyslexia in adequate and inadequate responders to reading intervention Barth, Amy E.; Denton, Carolyn A.; Stuebing, Karla K.; Fletcher, Jack M.; Cirino, Paul T.; Francis, David J.; Vaughn, Sharon. - 2010 Abstract: The cerebellar hypothesis of dyslexia posits that cerebellar deficits are associated with reading disabilities and may explain why some individuals with reading disabilities fail to respond to reading interventions. We tested these hypotheses in a sample of children who participated in a grade 1 reading intervention study (n = 174) and a group of typically achieving children (n = 62). At posttest, children were classified as adequately responding to the intervention (n = 82), inadequately responding with decoding and fluency deficits (n = 36), or inadequately responding with only fluency deficits (n = 56). Based on the Bead Threading and Postural Stability subtests from the Dyslexia Screening Test-Junior, we found little evidence that assessments of cerebellar functions were associated with academic performance or responder status. In addition, we did not find evidence supporting the hypothesis that cerebellar deficits are more prominent for poor readers with “specific” reading disabilities (i.e., with discrepancies relative to IQ) than for poor readers with reading scores consistent with IQ. In contrast, measures of phonological awareness, rapid naming, and vocabulary were strongly associated with responder status and academic outcomes. These results add to accumulating evidence that fails to associate cerebellar functions with reading difficulties. Keyword: Article URL: http://www.ncbi.nlm.nih.gov/pubmed/20298639 https://doi.org/10.1017/S1355617710000135 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3891301 BASE Hide details 14 A Response to Recent Reanalyses of the National Reading Panel Report: Effects of Systematic Phonics Instruction Are Practically Significant Stuebing, Karla K.; Barth, Amy E.; Cirino, Paul T.. - 2008 BASE Show details 15 Speed of processing, working memory, and language impairment in children Weismer, Susan Ellis; Miller, Carol A.; Tomblin, J. Bruce... In: Journal of speech, language, and hearing research. - Rockville, Md. : American Speech-Language-Hearing Association 50 (2007) 2, 408-428 BLLDB OLC Linguistik Show details 16 Phonological processing and emergent literacy in younger and older preschool children Anthony, Jason L.; Williams, Jeffrey M.; McDonald, Renee... In: Annals of dyslexia. - Boston, Mass. : Springer 57 (2007) 2, 113-137 BLLDB Show details 17 Response time in 14-year-olds with language impairment Tomblin, J. Bruce; Francis, David J.; Zhang, Xuyang... In: Journal of speech, language, and hearing research. - Rockville, Md. : American Speech-Language-Hearing Association 49 (2006) 4, 712-728 BLLDB OLC Linguistik Show details 18 Phonological processing and emergent literacy in Spanish-speaking preschool children Anthony, Jason L.; Williams, Jeffrey M.; McDonald, Renee... In: Annals of dyslexia. - Boston, Mass. : Springer 56 (2006) 2, 239-270 BLLDB Show details 19 Assessing Reading Comprehension in Bilinguals August, Diane; Francis, David J.; Hsu, Han‐Ya Annie. - : University of Chicago Press, 2006 BASE Show details 20 The necessity of the alphabetic principle to phonemic awareness instruction Foorman, Barbara R.; Chen, Dung-Tsa; Carlson, Coleen... In: Reading and writing. - New York, NY : Springer Science+Business Media 16 (2003) 4, 289-324 OLC Linguistik Show details Page: 1 2

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