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Journal of Learning Disabilities|August 31, 2015
Development of First-Graders' Word Reading Skills: For Whom Can Dynamic Assessment Tell Us More?Eunsoo Cho, Donald L Compton, Jennifer K Gilbert, et al.
Review of Educational Research|May 23, 2017
A Century of Progress: Reading Interventions for Students in Grades 4-12, 1914-2014Nancy K Scammacca, Garrett J Roberts, Eunsoo Cho, et al.
The Psychiatric Quarterly|May 11, 2016
Physiological Arousal and Juvenile Psychopathy: Is Low Resting Heart Rate Associated with Affective Dimensions?Nicholas Kavish, Michael G Vaughn, Eunsoo Cho, et al.
Journal of Learning Disabilities|July 7, 2020
Is "Response/No Response" Too Simple a Notion for RTI Frameworks? Exploring Multiple Response Types With Latent Profile AnalysisPeng Peng, Douglas Fuchs, Lynn S Fuchs, et al.
Journal of Learning Disabilities|April 12, 2012
Accelerating chronically unresponsive children to tier 3 instruction: what level of data is necessary to ensure selection accuracy?Donald L Compton, Jennifer K Gilbert, Joseph R Jenkins, et al.
Discover Nano|June 2, 2026
Plasmonic and surface-enhanced Raman nanobiosensors for quantitative molecular detectionYeongbeom Kim, Jaewon Choi, Subin Lee, 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.
Nature Communications|July 15, 2021
An antisite defect mechanism for room temperature ferroelectricity in orthoferritesShuai Ning, Abinash Kumar, Konstantin Klyukin, et al.
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