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Learning Disabilities Research & Practice : a Publication of the Division for Learning Disabilities, Council for Exceptional Children
|
January 15, 2019
Upside-Down Response to Intervention: A Quasi-Experimental Study
Bobette Bouton, Laura A Barquero, John R McConnell, et al.
Journal of Educational Psychology
|
October 7, 2014
Sources of Individual Differences in Emerging Competence With Numeration Understanding Versus Multidigit Calculation Skill
Lynn S Fuchs, David C Geary, Douglas Fuchs, et al.
Child Development
|
December 25, 2015
Pathways to Third-Grade Calculation Versus Word-Reading Competence: Are They More Alike or Different?
Lynn S Fuchs, David C Geary, Douglas Fuchs, et al.
Child Development
|
November 22, 2020
Modeling and Visualizing the Codevelopment of Word and Nonword Reading in Children From First Through Fourth Grade: Informing Developmental Trajectories of Children With Dyslexia
Laura M Steacy, Ashley A Edwards, Jay G Rueckl, et al.
Journal of Experimental Child Psychology
|
July 9, 2024
Modeling item-level variance of polysyllabic word reading in developing readers: Exploring semantically related child, word, and child-by-word predictors
Madison G Kellenberger, Laura M Steacy, Matthew J Cooper Borkenhagen, et al.
New Directions for Child and Adolescent Development
|
May 9, 2019
Linking Behavioral and Computational Approaches to Better Understand Variant Vowel Pronunciations in Developing Readers
Donald L Compton, Laura M Steacy, Yaacov Petscher, et al.
Journal of Learning Disabilities
|
April 28, 2012
First-grade cognitive abilities as long-term predictors of reading comprehension and disability status
Douglas Fuchs, Donald L Compton, Lynn S Fuchs, et al.
Journal of Learning Disabilities
|
June 21, 2011
Two-stage screening for math problem-solving difficulty using dynamic assessment of algebraic learning
Lynn S Fuchs, Donald L Compton, Douglas Fuchs, et al.
Exceptional Children
|
June 23, 2015
Effects of a Multitier Support System on Calculation, Word Problem, and Prealgebraic Performance Among At-Risk Learners
Sarah R Powell, Lynn S Fuchs, Paul T Cirino, et al.
Child Development
|
September 16, 2010
The contributions of numerosity and domain-general abilities to school readiness
Lynn S Fuchs, David C Geary, Donald L Compton, et al.
Page
of 7
Search research articles
Search
Showing results (31-40 of 69) with videos related to
Sort By:
Page
of 7
Learning Disabilities Research & Practice : a Publication of the Division for Learning Disabilities, Council for Exceptional Children
|
January 15, 2019
Upside-Down Response to Intervention: A Quasi-Experimental Study
Bobette Bouton, Laura A Barquero, John R McConnell, et al.
Journal of Educational Psychology
|
October 7, 2014
Sources of Individual Differences in Emerging Competence With Numeration Understanding Versus Multidigit Calculation Skill
Lynn S Fuchs, David C Geary, Douglas Fuchs, et al.
Child Development
|
December 25, 2015
Pathways to Third-Grade Calculation Versus Word-Reading Competence: Are They More Alike or Different?
Lynn S Fuchs, David C Geary, Douglas Fuchs, et al.
Child Development
|
November 22, 2020
Modeling and Visualizing the Codevelopment of Word and Nonword Reading in Children From First Through Fourth Grade: Informing Developmental Trajectories of Children With Dyslexia
Laura M Steacy, Ashley A Edwards, Jay G Rueckl, et al.
Journal of Experimental Child Psychology
|
July 9, 2024
Modeling item-level variance of polysyllabic word reading in developing readers: Exploring semantically related child, word, and child-by-word predictors
Madison G Kellenberger, Laura M Steacy, Matthew J Cooper Borkenhagen, et al.
New Directions for Child and Adolescent Development
|
May 9, 2019
Linking Behavioral and Computational Approaches to Better Understand Variant Vowel Pronunciations in Developing Readers
Donald L Compton, Laura M Steacy, Yaacov Petscher, et al.
Journal of Learning Disabilities
|
April 28, 2012
First-grade cognitive abilities as long-term predictors of reading comprehension and disability status
Douglas Fuchs, Donald L Compton, Lynn S Fuchs, et al.
Journal of Learning Disabilities
|
June 21, 2011
Two-stage screening for math problem-solving difficulty using dynamic assessment of algebraic learning
Lynn S Fuchs, Donald L Compton, Douglas Fuchs, et al.
Exceptional Children
|
June 23, 2015
Effects of a Multitier Support System on Calculation, Word Problem, and Prealgebraic Performance Among At-Risk Learners
Sarah R Powell, Lynn S Fuchs, Paul T Cirino, et al.
Child Development
|
September 16, 2010
The contributions of numerosity and domain-general abilities to school readiness
Lynn S Fuchs, David C Geary, Donald L Compton, et al.
Page
of 7