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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 – 8 of 8 1 Value-Added Predictors of Expressive and Receptive Language Growth in Initially Nonverbal Preschoolers with Autism Spectrum Disorders ... Watson, Linda R.; Yoder, Paul; Lambert, Warren. - : The University of North Carolina at Chapel Hill University Libraries, 2015 BASE Show details 2 Value-Added Predictors of Expressive and Receptive Language Growth in Initially Nonverbal Preschoolers with Autism Spectrum Disorders Yoder, Paul; Watson, Linda R.; Lambert, Warren. - 2015 BASE Show details 3 Speech disfluencies of preschool-age children who do and do not stutter Tumanova, Victoria; Conture, Edward G.; Lambert, Warren... In: Communication Sciences and Disorders (2014) BASE Show details 4 Speech sound articulation abilities of preschool-age children who stutter Clark, Chagit E.; Conture, Edward G.; Walden, Tedra A.... In: Journal of fluency disorders. - New York, NY : Elsevier 38 (2013) 4, 325-341 OLC Linguistik Show details 5 Behavioral inhibition and childhood stuttering Choi, Dahye; Conture, Edward G.; Walden, Tedra A.... In: Journal of fluency disorders. - New York, NY : Elsevier 38 (2013) 2, 171-183 OLC Linguistik Show details 6 Cortical speech sound differentiation in the neonatal intensive care unit predicts cognitive and language development in the first 2 years of life MAITRE, NATHALIE L; LAMBERT, WARREN E; ASCHNER, JUDY L. - 2013 BASE Show details 7 First-Grade Cognitive Abilities as Long-Term Predictors of Reading Comprehension and Disability Status Fuchs, Douglas; Compton, Donald L.; Fuchs, Lynn S.; Bryant, V. Joan; Hamlett, Carol L.; Lambert, Warren. - 2012 Abstract: In a sample of 195 first graders selected for poor reading performance, the authors explored four cognitive predictors of later reading comprehension and reading disability (RD) status. In fall of first grade, the authors measured the children’s phonological processing, rapid automatized naming (RAN), oral language comprehension, and nonverbal reasoning. Throughout first grade, they also modeled the students’ reading progress by means of weekly Word Identification Fluency (WIF) tests to derive December and May intercepts. The authors assessed their reading comprehension in the spring of Grades 1–5. With the four cognitive variables and the WIF December intercept as predictors, 50.3% of the variance in fifth-grade reading comprehension was explained: 52.1% of this 50.3% was unique to the cognitive variables, 13.1% to the WIF December intercept, and 34.8% was shared. All five predictors were statistically significant. The same four cognitive variables with the May (rather than December) WIF intercept produced a model that explained 62.1% of the variance. Of this amount, the cognitive variables and May WIF intercept accounted for 34.5% and 27.7%, respectively; they shared 37.8%. All predictors in this model were statistically significant except RAN. Logistic regression analyses indicated that the accuracy with which the cognitive variables predicted end-of-fifth-grade RD status was 73.9%. The May WIF intercept contributed reliably to this prediction; the December WIF intercept did not. Results are discussed in terms of a role for cognitive abilities in identifying, classifying, and instructing students with severe reading problems. Keyword: Article URL: https://doi.org/10.1177/0022219412442154 http://www.ncbi.nlm.nih.gov/pubmed/22539057 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3381793 BASE Hide details 8 The Cognitive and Academic Profiles of Reading and Mathematics Learning Disabilities Compton, Donald L.; Fuchs, Lynn S.; Fuchs, Douglas. - 2011 BASE Show details

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