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Influences of the home language and literacy environment on Spanish and English vocabulary growth among dual language learners
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Implicit Learning, Bilingualism, and Dyslexia: Insights From a Study Assessing AGL With a Modified Simon Task
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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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Children’s quantification with every over time
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In: Glossa: a journal of general linguistics; Vol 2, No 1 (2017); 43 ; 2397-1835 (2017)
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Children’s quantification with every over time
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In: Glossa (2017)
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Agreement Among Traditional and RTI-based Definitions of Reading-Related Learning Disability with Preschool Children
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Teacher language in the preschool classroom: Initial validation of a classroom environment observation tool
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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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Examining the Predictive Relations between Two Aspects of Self-Regulation and Growth in Preschool Children’s Early Literacy Skills
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Reciprocal Effects of Self-Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School
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Parenting Predictors of Cognitive Skills and Emotion Knowledge in Socioeconomically Disadvantaged Preschoolers
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Inhibitory Control of Spanish-Speaking Language-Minority Preschool Children: Measurement and Association with Language, Literacy, and Math Skills
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Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten through Fourth Grade
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The Nature of Preschool Phonological Processing Abilities and Their Relations to Vocabulary, General Cognitive Abilities, and Print Knowledge
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Successful phonological awareness instruction with preschool children: Lessons from the classroom
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