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Journal of Educational Psychology|May 18, 2023
Unpacking the Unique Relationship Between Set for Variability and Word Reading Development: Examining Word- and Child-Level Predictors of PerformanceAshley A Edwards, Laura M Steacy, Noam Seigelman, et al.Exceptional Children|January 15, 2019
Using Moderator Analysis to Identify the First-Grade Children Who Benefit More and Less from a Reading Comprehension Program: A Step Toward Aptitude-by-Treatment InteractionDouglas Fuchs, Devin M Kearns, Lynn S Fuchs, et al.Frontiers in Psychology|December 19, 2022
The impact of computer-assisted technology on literacy acquisition during COVID-19-related school closures: Group-level effects and predictors of individual-level outcomesCaroline G Richter, Noam Siegelman, Kelly Mahaffy, et al.Journal of Learning Disabilities|November 2, 2018
A Longitudinal Analysis of the Trajectories and Predictors of Word Reading and Reading Comprehension Development Among At-Risk ReadersPeng Peng, Douglas Fuchs, Lynn S Fuchs, et al.Journal of Learning Disabilities|October 22, 2014
Modeling Polymorphemic Word Recognition: Exploring Differences Among Children With Early-Emerging and Late-Emerging Word Reading DifficultyDevin M Kearns, Laura M Steacy, Donald L Compton, et al.Pageof 2