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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 – 12 of 12 1 Introducing phonics to learners who struggle: content and embedded cognitive elements [<Journal>] Vadasy, Patricia F. [Verfasser]; Sanders, Elizabeth A. [Verfasser] DNB Subject Category Language Show details 2 Introducing grapheme-phoneme correspondences (GPCs): exploring rate and complexity in phonics instruction for kindergarteners with limited literacy skills [<Journal>] Vadasy, Patricia F. [Verfasser]; Sanders, Elizabeth A. [Verfasser] DNB Subject Category Language Show details 3 Effects of Emergent Literacy Interventions for Preschoolers With Autism Spectrum Disorder Hudson, Roxanne F.; Sanders, Elizabeth A.; Greenway, Rosanne. - 2017 BASE Show details 4 Sequential Prediction of Literacy Achievement for Specific Learning Disabilities Contrasting in Impaired Levels of Language in Grades 4 to 9 Sanders, Elizabeth A.; Berninger, Virginia W.; Abbott, Robert D.. - 2017 BASE Show details 5 Contributions of Morphological Skill to Children's Essay Writing Northey, Mary; McCutchen, Deborah; Sanders, Elizabeth A.. - 2015 Abstract: Morphological skills have previously been found to reliably predict reading skill, including word reading, vocabulary, and comprehension. However, less is known about how morphological skills might contribute to writing skill, aside from its well-documented role in the development of spelling. This correlational study examines whether morphological skill, as measured by a sentence generation task tapping both derivational morphology and meta-syntactic skills, predicts performance on a standardized essay writing task for fifth- and eighth-grade U.S. students (N = 233), after controlling for grade level, comprehension, and writing fluency. Multilevel analyses indicated that morphological skill and writing fluency were each uniquely predictive of essay quality, and this finding was consistent regardless of whether accurate spelling was required in the morphological task. Our results suggest that morphological skills play an important role in writing, as has been previously documented in reading and spelling. Keyword: Article URL: http://www.ncbi.nlm.nih.gov/pubmed/26957783 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4779363/ https://doi.org/10.1007/s11145-015-9579-7 BASE Hide details 6 Two-year follow-up of a code-oriented intervention for lower-skilled first-graders: the influence of language status and word reading skills on third-grade literacy outcomes Vadasy, Patricia F.; Sanders, Elizabeth A. In: Reading and writing. - New York, NY : Springer Science+Business Media 26 (2013) 6, 821-843 OLC Linguistik Show details 7 Two-year follow-up of a code-oriented intervention for lower-skilled first-graders: the influence of language status and word reading skills on third-grade literacy outcomes [<Journal>] Vadasy, Patricia F. [Verfasser]; Sanders, Elizabeth A. [Verfasser] DNB Subject Category Language Show details 8 Efficacy of a Tier 2 supplement root vocabulary and decoding intervention with kindergarten Spanish-speaking English learners Vadasy, Patricia F.; Sanders, Elizabeth A.; Nelson, J. Ron In: Journal of literacy research. - Thousand Oaks, Calif. : Sage Publications 43 (2011) 2, 184-211 BLLDB OLC Linguistik Show details 9 Further evidence for teacher knowledge: supporting struggling readers in grades three through five Abbott, Robert D.; Sanders, Elizabeth A.; McCutchen, Deborah... In: Reading and writing. - New York, NY : Springer Science+Business Media 22 (2009) 4, 401-423 BLLDB OLC Linguistik Show details 10 Code-oriented instruction for kindergarten students at risk for reading difficulties: a replication and comparison of instructional groupings [<Journal>] Vadasy, Patricia F. [Verfasser]; Sanders, Elizabeth A. [Verfasser] DNB Subject Category Language Show details 11 Code-oriented instruction for kindergarten students at risk for reading difficulties: a replication and comparison of instructional groupings Vadasy, Patricia F.; Sanders, Elizabeth A. In: Reading and writing. - New York, NY : Springer Science+Business Media 21 (2008) 9, 929-963 BLLDB OLC Linguistik Show details 12 Individual tutoring for struggling readers: moving research to scale with interventions implemented by paraeducators Vadasy, Patricia F.; Sanders, Elizabeth A. In: The SAGE handbook of dyslexia. - Los Angeles, Calif. : SAGE (2008), 337-355 BLLDB Show details

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