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Journal of Learning Disabilities
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October 22, 2014
Modeling Polymorphemic Word Recognition: Exploring Differences Among Children With Early-Emerging and Late-Emerging Word Reading Difficulty
Devin M Kearns, Laura M Steacy, Donald L Compton, et al.
Scientific Studies of Reading : the Official Journal of the Society for the Scientific Study of Reading
|
March 12, 2019
Development and Prediction of Context-Dependent Vowel Pronunciation in Elementary Readers
Laura M Steacy, Donald L Compton, Yaacov Petscher, et al.
Developmental Psychology
|
March 14, 2012
Contributions of domain-general cognitive resources and different forms of arithmetic development to pre-algebraic knowledge
Lynn S Fuchs, Donald L Compton, Douglas Fuchs, et al.
Journal of Educational Psychology
|
December 27, 2014
Does Calculation or Word-Problem Instruction Provide A Stronger Route to Pre-Algebraic Knowledge?
Lynn S Fuchs, Sarah R Powell, Paul T Cirino, et al.
Reading Research Quarterly
|
May 22, 2023
Set for Variability as a Critical Predictor of Word Reading: Potential Implications for Early Identification and Treatment of Dyslexia
Laura M Steacy, Ashley A Edwards, Valeria M Rigobon, et al.
Scientific Studies of Reading : the Official Journal of the Society for the Scientific Study of Reading
|
January 16, 2023
Modeling Complex Word Reading: Examining Influences at the Level of the Word and Child on Mono- and Polymorphemic Word Reading
Laura M Steacy, Valeria M Rigobon, Ashley A Edwards, et al.
Journal of Memory and Language
|
July 23, 2020
Individual differences in learning the regularities between orthography, phonology and semantics predict early reading skills
Noam Siegelman, Jay G Rueckl, Laura M Steacy, et al.
Journal of Educational Psychology
|
September 26, 2013
Effects of First-Grade Number Knowledge Tutoring With Contrasting Forms of Practice
Lynn S Fuchs, David C Geary, Donald L Compton, et al.
Reading Research Quarterly
|
May 19, 2021
How the Science of Reading Informs 21st-Century Education
Yaacov Petscher, Sonia Q Cabell, Hugh W Catts, et al.
Page
of 7
Search research articles
Search
Showing results (61-70 of 69) with videos related to
Sort By:
Page
of 7
You have reached the last page of results.
This site can display upto 69 results.
Journal of Learning Disabilities
|
October 22, 2014
Modeling Polymorphemic Word Recognition: Exploring Differences Among Children With Early-Emerging and Late-Emerging Word Reading Difficulty
Devin M Kearns, Laura M Steacy, Donald L Compton, et al.
Scientific Studies of Reading : the Official Journal of the Society for the Scientific Study of Reading
|
March 12, 2019
Development and Prediction of Context-Dependent Vowel Pronunciation in Elementary Readers
Laura M Steacy, Donald L Compton, Yaacov Petscher, et al.
Developmental Psychology
|
March 14, 2012
Contributions of domain-general cognitive resources and different forms of arithmetic development to pre-algebraic knowledge
Lynn S Fuchs, Donald L Compton, Douglas Fuchs, et al.
Journal of Educational Psychology
|
December 27, 2014
Does Calculation or Word-Problem Instruction Provide A Stronger Route to Pre-Algebraic Knowledge?
Lynn S Fuchs, Sarah R Powell, Paul T Cirino, et al.
Reading Research Quarterly
|
May 22, 2023
Set for Variability as a Critical Predictor of Word Reading: Potential Implications for Early Identification and Treatment of Dyslexia
Laura M Steacy, Ashley A Edwards, Valeria M Rigobon, et al.
Scientific Studies of Reading : the Official Journal of the Society for the Scientific Study of Reading
|
January 16, 2023
Modeling Complex Word Reading: Examining Influences at the Level of the Word and Child on Mono- and Polymorphemic Word Reading
Laura M Steacy, Valeria M Rigobon, Ashley A Edwards, et al.
Journal of Memory and Language
|
July 23, 2020
Individual differences in learning the regularities between orthography, phonology and semantics predict early reading skills
Noam Siegelman, Jay G Rueckl, Laura M Steacy, et al.
Journal of Educational Psychology
|
September 26, 2013
Effects of First-Grade Number Knowledge Tutoring With Contrasting Forms of Practice
Lynn S Fuchs, David C Geary, Donald L Compton, et al.
Reading Research Quarterly
|
May 19, 2021
How the Science of Reading Informs 21st-Century Education
Yaacov Petscher, Sonia Q Cabell, Hugh W Catts, et al.
Page
of 7