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Individual differences in learning the regularities between orthography, phonology and semantics predict early reading skills
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In: J Mem Lang (2020)
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Using an Item-Specific Predictor to Test the Dimensionality of the Orthographic Choice Task
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In: Ann Dyslexia (2020)
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Dynamic Assessment for Identifying Spanish-Speaking English Learners’ Risk for Mathematics Disabilities: Does Language of Administration Matter?
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In: J Learn Disabil (2020)
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Is “Response/No Response” Too Simple a Notion for RTI Frameworks? Exploring Multiple Response Types with Latent Profile Analysis
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In: J Learn Disabil (2020)
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Linking Behavioral and Computational Approaches to Better Understand Variant Vowel Pronunciations in Developing Readers
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A Longitudinal Analysis of the Trajectories and Predictors of Word Reading and Reading Comprehension Development among At-Risk Readers
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Development and Prediction of Context-Dependent Vowel Pronunciation in Elementary Readers
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Consequences of Misspecifying Levels of Variance in Cross-Classified Longitudinal Data Structures
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Exploring Differential Effects Across Two Decoding Treatments on Item-Level Transfer in Children with Significant Word Reading Difficulties: A New Approach for Testing Intervention Elements
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Effects of a Multitier Support System on Calculation, Word Problem, and Prealgebraic Performance Among At-Risk Learners
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Pathways to Third-Grade Calculation versus Word-Reading Competence: Are They More Alike or Different?
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Multisyllabic Word Reading as a Moderator of Morphological Awareness and Reading Comprehension
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First-Grade Cognitive Abilities as Long-Term Predictors of Reading Comprehension and Disability Status
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Contributions of Domain-General Cognitive Resources and Different Forms of Arithmetic Development to Pre-Algebraic Knowledge
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Word and Person Effects on Decoding Accuracy: A New Look at an Old Question
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20 |
The Cognitive and Academic Profiles of Reading and Mathematics Learning Disabilities
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