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The Relations Between Children's Comprehension Monitoring and Their Reading Comprehension and Vocabulary Knowledge: An Eye-Movement Study.
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In: Reading and writing, vol 33, iss 3 (2020)
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Modality and Interrelations Among Language, Reading, Spoken Phonological Awareness, and Fingerspelling.
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In: Lederberg, Amy R; Branum-Martin, Lee; Webb, Mi-Young; Schick, Brenda; Antia, Shirin; Easterbrooks, Susan R; et al.(2019). Modality and Interrelations Among Language, Reading, Spoken Phonological Awareness, and Fingerspelling. Journal of deaf studies and deaf education. doi:10.1093/deafed/enz011. UC Office of the President: Research Grants Program Office (RGPO). Retrieved from: http://www.escholarship.org/uc/item/61j2f2tx (2019)
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Modality and Interrelations Among Language, Reading, Spoken Phonological Awareness, and Fingerspelling.
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In: Journal of deaf studies and deaf education, vol 24, iss 4 (2019)
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Schooling Effects on Early Literacy Skills of Young Deaf and Hard of Hearing Children.
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In: Scott, Jessica A; Goldberg, Hanah; Connor, Carol McDonald; & Lederberg, Amy R. (2019). Schooling Effects on Early Literacy Skills of Young Deaf and Hard of Hearing Children. American annals of the deaf, 163(5), 596 - 618. doi:10.1353/aad.2019.0005. UC Office of the President: Research Grants Program Office (RGPO). Retrieved from: http://www.escholarship.org/uc/item/672091kx (2019)
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The Relations Between Children’s Comprehension Monitoring and Their Reading Comprehension and Vocabulary Knowledge: An Eye-Movement Study
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In: Read Writ (2019)
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Examining the Efficacy of Targeted Component Interventions on Language and Literacy for Third and Fourth Graders Who are at Risk of Comprehension Difficulties.
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In: Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading, vol 22, iss 6 (2018)
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A Lattice Model of the Development of Reading Comprehension.
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In: Child development perspectives, vol 10, iss 4 (2016)
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Reciprocal Effects of Self-Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School.
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In: Child development, vol 87, iss 6 (2016)
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Classroom quality as a predictor of first graders' time in non-instructional activities and literacy achievement.
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In: Journal of school psychology, vol 56 (2016)
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Reciprocal Effects of Self-Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School
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A Lattice Model of the Development of Reading Comprehension
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Dialect variation, dialect-shifting, and reading comprehension in second grade
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Foundations for Literacy: An Early Literacy Intervention for Deaf and Hard-of-Hearing Children
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Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten through Fourth Grade
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Testing the Impact of Child Characteristics × Instruction Interactions on Third Graders' Reading Comprehension by Differentiating Literacy Instruction
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Dialect Variation and Reading: Is Change in Nonmainstream American English Use Related to Reading Achievement in First and Second Grades?
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