1 |
English and Spanish predictors of grade 3 reading comprehension in bilingual children
|
|
|
|
BASE
|
|
Show details
|
|
2 |
The association of the home literacy environment and parental reading beliefs with oral language growth trajectories of Spanish-English bilingual children.
|
|
|
|
BASE
|
|
Show details
|
|
3 |
The Role of Prekindergarten Spanish in Predicting First-Grade English Word Reading Among Dual-Language Learners
|
|
|
|
BASE
|
|
Show details
|
|
4 |
Improving reading comprehension in the primary grades:Mediated effects of a language-focused classroom intervention
|
|
|
|
BASE
|
|
Show details
|
|
5 |
Inference making in young children:The concurrent and longitudinal contributions of verbal working memory and vocabulary
|
|
|
|
BASE
|
|
Show details
|
|
6 |
Are working memory and behavioral attention equally important for both reading and listening comprehension?:A developmental comparison
|
|
|
|
BASE
|
|
Show details
|
|
7 |
The Simple View of Reading across development:the prediction of grade 3 reading comprehension by prekindergarten skills
|
|
|
|
BASE
|
|
Show details
|
|
9 |
Investigating profiles of lexical quality in preschool and their contribution to first grade reading
|
|
|
|
BASE
|
|
Show details
|
|
10 |
Ten steps to conducting a large, multi-site, longitudinal investigation of language and reading in young children
|
|
|
|
BASE
|
|
Show details
|
|
11 |
Use of the curriculum research framework (CRF) for developing a reading-comprehension curricular supplement for the primary grades
|
|
|
|
BASE
|
|
Show details
|
|
12 |
Improving the language skills of Pre-Kindergarten students:Preliminary impacts of the Let’s Know! experimental curriculum.
|
|
|
|
BASE
|
|
Show details
|
|
14 |
The dimensionality of Spanish in young Spanish-English dual language learners
|
|
|
|
BASE
|
|
Show details
|
|
15 |
Improving language-focused comprehension instruction in primary-grade classrooms:impacts of the Let’s Know! experimental curriculum
|
|
|
|
BASE
|
|
Show details
|
|
|
|