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Hits 1 – 20 of 62
1
The writing of African American students (Fitton et al., 2021) ...
Fitton, Lisa
;
Johnson, Lakeisha
;
Wood, Carla
. - : ASHA journals, 2021
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2
The writing of African American students (Fitton et al., 2021) ...
Fitton, Lisa
;
Johnson, Lakeisha
;
Wood, Carla
. - : ASHA journals, 2021
BASE
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3
Average One Year Change in Lexical Measures of Written Narratives for School Age Students
WOOD, Carla L.
;
SCHATSCHNEIDER, Christopher W.
;
HART, Sara
In: Read Writ Q (2019)
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4
The Effects of ADHD Treatment and Reading Intervention on the Fluency and Comprehension of Children with ADHD and Word Reading Difficulties: A Randomized Clinical Trial
Denton, Carolyn A.
;
Tamm, Leanne
;
Schatschneider, Christopher
...
In: Sci Stud Read (2019)
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5
Examining the Simple View of Reading With Elementary School Children: Still Simple After All These Years ...
Vaughn, Sharon
;
Lonigan, Christopher J.
;
Burgess, Stephen R.
. - : Figshare, 2018
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6
Examining the Simple View of Reading With Elementary School Children: Still Simple After All These Years ...
Vaughn, Sharon
;
Lonigan, Christopher J.
;
Burgess, Stephen R.
. - : Figshare, 2018
BASE
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7
Relationship Between Children’s Lexical Diversity in Written Narratives and Performance on a Standardized Reading Vocabulary Measure
Wood, Carla L.
;
Bustamante, Kristina N.
;
Schatschneider, Christopher
...
In: Assess Eff Interv (2018)
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8
Can Working Memory Training Work for ADHD? Development of Central Executive Training and Comparison with Behavioral Parent Training
Kofler, Michael J.
;
Sarver, Dustin E.
;
Austin, Kristin
. - 2018
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9
Grade Level Expectations in Lexical Measures and Accuracy of Written Narrative Samples
Wood, Carla
;
Schatschneider, Christopher
;
Hart, Sara
. - 2017
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10
Writing Evaluation: Rater and Task Effects on the Reliability of Writing Scores for Children in Grades 3 and 4
Kim, Grace Young-Suk
;
Schatschneider, Christopher
;
Wanzek, Jeanne
. - 2017
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11
Expanding the developmental models of writing: A direct and indirect effects model of developmental writing (DIEW)
Kim, Young-Suk Grace
;
Schatschneider, Christopher
. - 2017
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12
Examining the Underlying Dimensions of Morphological Awareness and Vocabulary Knowledge
Spencer, Mercedes
;
Muse, Andrea
;
Wagner, Richard K.
. - 2015
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13
Understanding Inadequate Response to First Grade Multi-Tier Intervention: Nomothetic and Idiographic Perspectives
Greulich, Luana
;
Al Otaiba, Stephanie
;
Schatschneider, Christopher
. - 2014
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14
Evidence for Common Etiological Influences on Early Literacy Skills in Kindergarten
Soden-Hensler, Brooke
;
Taylor, Jeanette
;
Schatschneider, Christopher
. - 2012
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15
Testing the Impact of Child Characteristics × Instruction Interactions on Third Graders' Reading Comprehension by Differentiating Literacy Instruction
Connor, Carol McDonald
;
Morrison, Fredrick J.
;
Fishman, Barry J.
. - : Blackwell Publishing Ltd, 2011. : Wiley Periodicals, Inc., 2011
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16
Rapid serial naming and reading ability: the role of lexical access
Logan, Jessica A. R.
;
Schatschneider, Christopher
;
Wagner, Richard K.
. - 2011
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17
Relations Among Student Attention Behaviors, Teacher Practices, and Beginning Word Reading Skill
Sáez, Leilani
;
Folsom, Jessica Sidler
;
Al Otaiba, Stephanie
;
Schatschneider, Christopher
. - 2011
Abstract:
The role of student attention for predicting kindergarten word reading was investigated among 432 students. Using SWAN behavior rating scores, we conducted an exploratory factor analysis, which yielded three distinct factors that reflected selective attention. In this study, we focused on the role of one of these factors, which we labeled attention-memory behaviors, for predicting reading performance. Teacher ratings of attention predicted word reading above and beyond the contribution of phonological awareness and vocabulary knowledge. In addition, the relations between four teacher practices and attention ratings for predicting reading performance were examined. Using HLM, significant interactions between student attention and teacher practices observed during literacy instruction were found. In general, as ratings of attention improved, better kindergarten word reading performance was associated with high levels of classroom behavior management. However, by mid-year, better word reading performance was not associated with high levels of teacher task- orienting. A significant three-way interaction was also found among attention, individualized instruction, and teacher task re-directions. The role of regulating kindergarten student attention to support beginning word reading skill development is discussed.
Keyword:
Article
URL:
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3328644
http://www.ncbi.nlm.nih.gov/pubmed/22207616
https://doi.org/10.1177/0022219411431243
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18
Effects of Small-Group Tutoring with and without Validated Classroom Instruction on At-Risk Students' Math Problem Solving: Are Two Tiers of Prevention Better Than One?
Fuchs, Lynn S.
;
Fuchs, Douglas
;
Craddock, Caitlin
. - 2008
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19
Reading Skills in Early Readers: Genetic and Shared Environmental Influences
Petrill, Stephen A.
;
Deater-Deckard, Kirby
;
Thompson, Lee Anne
. - 2006
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20
Genetic and Environmental Effects of Serial Naming and Phonological Awareness on Early Reading Outcomes
Petrill, Stephen A.
;
Thompson, Lee Anne
;
Deater-Deckard, Kirby
. - 2006
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