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Wagner, Richard K. (37)
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Hits 1 – 20 of 73
1
The co-development of vocabulary and reading comprehension
Wagner, Richard K.
;
Quinn, Jamie M.
In:
International handbook of language acquisition
(London, 2019), p. 504-519
MPI für Psycholinguistik
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2
The Reading Comprehension and Vocabulary Knowledge of Children with Poor Reading Comprehension despite Adequate Decoding: Evidence from a Regression-Based Matching Approach
Spencer, Mercedes
;
Wagner, Richard K.
;
Petscher, Yaacov
. - 2018
BASE
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3
Examining the Underlying Dimensions of Morphological Awareness and Vocabulary Knowledge
Spencer, Mercedes
;
Muse, Andrea
;
Wagner, Richard K.
. - 2015
BASE
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4
Specific Reading Comprehension Disability: Major Problem, Myth, or Misnomer?
Spencer, Mercedes
;
Quinn, Jamie M.
;
Wagner, Richard K.
. - 2014
BASE
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5
Developmental Relations Between Vocabulary Knowledge and Reading Comprehension: A Latent Change Score Modeling Study
Quinn, Jamie M.
;
Wagner, Richard K.
;
Petscher, Yaacov
. - 2014
BASE
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6
Reconsidering the Simple View of Reading in an Intriguing Case of Equivalent Models: Commentary on Tunmer and Chapman (2012)
Wagner, Richard K.
;
Herrera, Sarah K.
;
Spencer, Mercedes
. - 2014
BASE
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7
Developmental Relations between Reading and Writing at the Word, Sentence and Text Levels: A Latent Change Score Analysis
Ahmed, Yusra
;
Wagner, Richard K.
;
Lopez, Danielle
. - 2014
BASE
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8
Erratum to: Developmental and individual differences in Chinese writing
Guan, Connie Qun
;
Ye, Feifei
;
Wagner, Richard K.
...
In:
Reading and writing. - New York, NY : Springer Science+Business Media
26 (2013) 6, 1057
OLC Linguistik
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9
Developmental and individual differences in Chinese writing
Guan, Connie Qun
;
Ye, Feifei
;
Wagner, Richard K.
...
In:
Reading and writing. - New York, NY : Springer Science+Business Media
26 (2013) 6, 1031-1056
OLC Linguistik
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10
Writing quality in Chinese children: speed and fluency matter
Zhang, Juan
;
Shu, Hua
;
Yan, Cathy Ming Wai
...
In:
Reading and writing. - New York, NY : Springer Science+Business Media
25 (2012) 7, 1499-1521
BLLDB
OLC Linguistik
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11
Rapid serial naming and reading ability: the role of lexical access
Schatschneider, Christopher
;
Wagner, Richard K.
;
Logan, Jessica A. R.
In:
Reading and writing. - New York, NY : Springer Science+Business Media
24 (2011) 1, 1-25
BLLDB
OLC Linguistik
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12
Modeling the development of written language
Foorman, Barbara R.
;
Wagner, Richard K.
;
Tschinkel, Erika
...
In:
Reading and writing. - New York, NY : Springer Science+Business Media
24 (2011) 2, 203-220
BLLDB
OLC Linguistik
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13
Modeling the development of written language
Wagner, Richard K.
;
Puranik, Cynthia S.
;
Foorman, Barbara
. - 2011
BASE
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14
Writing Quality in Chinese Children: Speed and Fluency Matter
Yan, Cathy Ming Wai
;
McBride-Chang, Catherine
;
Wagner, Richard K.
. - 2011
BASE
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15
Rapid serial naming and reading ability: the role of lexical access
Logan, Jessica A. R.
;
Schatschneider, Christopher
;
Wagner, Richard K.
. - 2011
Abstract:
Rapid serial naming tasks are frequently used to explain variance in reading skill. However, the construct being measured by rapid naming is yet undetermined. The Phonological Processing theory suggests that rapid naming relates to reading because of similar demands of access to long-term stored phonological representations of visual stimuli. Some researchers have argued that isolated or discrete-trial naming is a more precise measure of lexical access than serial naming, thus it is likely that any shared variance between these two formats can be attributed to similar lexical access demands. The present study examined whether there remained any variance in reading ability that could be uniquely explained by the rapid naming task while controlling for isolated naming. Structural equation modeling was used to examine these relations within the context of the phonological processing model. Results indicated that serial naming uniquely predicted reading, and the relation was stronger with isolated naming controlled for, suggesting that isolated naming functioned as a suppressor variable in the relation of serial naming with reading.
Keyword:
Article
URL:
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3246275
https://doi.org/10.1007/s11145-009-9199-1
http://www.ncbi.nlm.nih.gov/pubmed/22215934
BASE
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16
Comparing Two Forms of Dynamic Assessment and Traditional Assessment of Preschool Phonological Awareness
Kantor, Patricia Thatcher
;
Wagner, Richard K.
;
Torgesen, Joseph K.
. - 2011
BASE
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17
Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia: outcomes from two instructional approaches
Torgesen, Joseph K.
;
Herron, Jeannine
;
Lindamood, Patricia
...
In:
Annals of dyslexia. - New York, NY : Springer
60 (2010) 1, 40-56
BLLDB
OLC Linguistik
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18
Fostering alphabet knowledge development: a comparison of two instructional approaches
Piasta, Shayne B.
;
Purpura, David J.
;
Wagner, Richard K.
In:
Reading and writing. - New York, NY : Springer Science+Business Media
23 (2010) 6, 607-626
BLLDB
OLC Linguistik
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19
Developing early literacy skills: a meta-analysis of alphabet learning and instruction
Piasta, Shayne B.
;
Wagner, Richard K.
In:
Reading research quarterly. - Hoboken, NJ : Wiley Subscription Services
45 (2010) 1, 8-38
BLLDB
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20
Learning letter names and sounds: Effects of instruction, letter type, and phonological processing skill
Preschool Language and Literacy Lab, The Ohio State University, Columbus, OH 43210, USA
( host institution );
Piasta, Shayne B.
( author );
Wagner, Richard K.
( author ). - : Elsevier Inc., 2010
BASE
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