1 |
Examining the Underlying Dimensions of Morphological Awareness and Vocabulary Knowledge.
|
|
|
|
BASE
|
|
Show details
|
|
2 |
Reconsidering the simple view of reading in an intriguing case of equivalent models: commentary on Tunmer and Chapman (2012).
|
|
|
|
BASE
|
|
Show details
|
|
3 |
Applying a Multiple Group Causal Indicator Modeling Framework to the Reading Comprehension Skills of Third, Seventh, and Tenth Grade Students.
|
|
|
|
BASE
|
|
Show details
|
|
4 |
Uniqueness and Overlap: Characteristics and Longitudinal Correlates of Native Chinese Children's Writing in English as a Foreign Language.
|
|
|
|
BASE
|
|
Show details
|
|
5 |
Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic.
|
|
|
|
BASE
|
|
Show details
|
|
6 |
Text Comprehension Mediates Morphological Awareness, Syntactic Processing, and Working Memory in Predicting Chinese Written Composition Performance.
|
|
|
|
BASE
|
|
Show details
|
|
9 |
Rapid serial naming and reading ability: the role of lexical access.
|
|
|
|
BASE
|
|
Show details
|
|
10 |
Developmental relations between reading fluency and reading comprehension: a longitudinal study from Grade 1 to Grade 2.
|
|
|
|
BASE
|
|
Show details
|
|
11 |
Comparing two forms of dynamic assessment and traditional assessment of preschool phonological awareness.
|
|
|
|
BASE
|
|
Show details
|
|
12 |
Learning letter names and sounds: effects of instruction, letter type, and phonological processing skill.
|
|
|
|
BASE
|
|
Show details
|
|
13 |
Developing Early Literacy Skills: A Meta-Analysis of Alphabet Learning and Instruction.
|
|
|
|
BASE
|
|
Show details
|
|
14 |
Fostering Alphabet Knowledge Development: A Comparison of Two Instructional Approaches.
|
|
|
|
BASE
|
|
Show details
|
|
15 |
Writing Quality in Chinese Children: Speed and Fluency Matter.
|
|
|
|
BASE
|
|
Show details
|
|
|
|