2 |
Examining the Efficacy of Targeted Component Interventions on Language and Literacy for Third and Fourth Graders Who are at Risk of Comprehension Difficulties.
|
|
|
|
In: Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading, vol 22, iss 6 (2018)
|
|
BASE
|
|
Show details
|
|
3 |
Developmental trajectories of writing skills in first grade: Examining the effects of SES and language and/or speech impairments
|
|
|
|
BASE
|
|
Show details
|
|
5 |
Language, literacy, attentional behaviors, and instructional quality predictors of written composition for first graders
|
|
|
|
BASE
|
|
Show details
|
|
6 |
The relation of linguistic awareness and vocabulary to word reading and spelling for first grade students participating in Response to Intervention
|
|
|
|
BASE
|
|
Show details
|
|
8 |
The Componential Model of Reading: Predicting First Grade Reading Performance of Culturally Diverse Students From Ecological, Psychological, and Cognitive Factors Assessed at Kindergarten Entry
|
|
|
|
BASE
|
|
Show details
|
|
11 |
Assessment Data-Informed Guidance to Individualize Kindergarten Reading Instruction: Findings from a Cluster-Randomized Control Field Trial
|
|
|
|
BASE
|
|
Show details
|
|
12 |
Effectiveness of Early Phonological Awareness Interventions for Students with Speech or Language Impairments
|
|
|
|
BASE
|
|
Show details
|
|
14 |
Developmental trajectories of writing skills in first grade: Examining the effects of SES and language and/or speech impairments.
|
|
|
|
BASE
|
|
Show details
|
|
15 |
End-of-Kindergarten Spelling Outcomes: How Can Spelling Error Analysis Data Inform Beginning Reading Instruction?
|
|
|
|
BASE
|
|
Show details
|
|
16 |
Socioeconomic and gender group differences in early literacy skills: a multiple-group confirmatory factor analysis approach.
|
|
|
|
BASE
|
|
Show details
|
|
|
|