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Annals of Dyslexia
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June 3, 2021
A model-based meta-analytic examination of specific reading comprehension deficit: how prevalent is it and does the simple view of reading account for it?
Richard K Wagner, Bethany Beal, Fotena A Zirps, et al.
Reading and Writing
|
October 20, 2015
Statistical Learning is Related to Early Literacy-Related Skills
Mercedes Spencer, Michael P Kaschak, John L Jones, et al.
Journal of Learning Disabilities
|
August 7, 2014
Reconsidering the simple view of reading in an intriguing case of equivalent models: commentary on Tunmer and Chapman (2012)
Richard K Wagner, Sarah K Herrera, Mercedes Spencer, et al.
Learning Disability Quarterly : Journal of the Division for Children with Learning Disabilities
|
November 26, 2014
Incorporating RTI in a Hybrid Model of Reading Disability
Mercedes Spencer, Richard K Wagner, Christopher Schatschneider, et al.
Reading Research Quarterly
|
May 2, 2022
The Contribution of Text Characteristics to Reading Comprehension: Investigating the Influence of Text Emotionality
Sage E Pickren, Maria Stacy, Stephanie N Del Tufo, et al.
Reading and Writing
|
April 16, 2019
Understanding the Influence of Text Complexity and Question Type on Reading Outcomes
Mercedes Spencer, Allison F Gilmour, Amanda C Miller, et al.
Journal of Educational Psychology
|
November 18, 2014
Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders' vocabulary and reading comprehension outcomes
Carol McDonald Connor, Mercedes Spencer, Stephanie L Day, et al.
Journal of Educational Psychology
|
May 9, 2017
Acquiring Science and Social Studies Knowledge in Kindergarten Through Fourth Grade: Conceptualization, Design, Implementation, and Efficacy Testing of Content-Area Literacy Instruction (CALI)
Jennifer Dombek, Elizabeth C Crowe, Mercedes Spencer, et al.
Reading and Writing
|
August 15, 2015
Examining the Underlying Dimensions of Morphological Awareness and Vocabulary Knowledge
Mercedes Spencer, Andrea Muse, Richard K Wagner, et al.
Page
of 2
Search research articles
Search
Showing results (11-20 of 19) with videos related to
Sort By:
Page
of 2
You have reached the last page of results.
This site can display upto 19 results.
Annals of Dyslexia
|
June 3, 2021
A model-based meta-analytic examination of specific reading comprehension deficit: how prevalent is it and does the simple view of reading account for it?
Richard K Wagner, Bethany Beal, Fotena A Zirps, et al.
Reading and Writing
|
October 20, 2015
Statistical Learning is Related to Early Literacy-Related Skills
Mercedes Spencer, Michael P Kaschak, John L Jones, et al.
Journal of Learning Disabilities
|
August 7, 2014
Reconsidering the simple view of reading in an intriguing case of equivalent models: commentary on Tunmer and Chapman (2012)
Richard K Wagner, Sarah K Herrera, Mercedes Spencer, et al.
Learning Disability Quarterly : Journal of the Division for Children with Learning Disabilities
|
November 26, 2014
Incorporating RTI in a Hybrid Model of Reading Disability
Mercedes Spencer, Richard K Wagner, Christopher Schatschneider, et al.
Reading Research Quarterly
|
May 2, 2022
The Contribution of Text Characteristics to Reading Comprehension: Investigating the Influence of Text Emotionality
Sage E Pickren, Maria Stacy, Stephanie N Del Tufo, et al.
Reading and Writing
|
April 16, 2019
Understanding the Influence of Text Complexity and Question Type on Reading Outcomes
Mercedes Spencer, Allison F Gilmour, Amanda C Miller, et al.
Journal of Educational Psychology
|
November 18, 2014
Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders' vocabulary and reading comprehension outcomes
Carol McDonald Connor, Mercedes Spencer, Stephanie L Day, et al.
Journal of Educational Psychology
|
May 9, 2017
Acquiring Science and Social Studies Knowledge in Kindergarten Through Fourth Grade: Conceptualization, Design, Implementation, and Efficacy Testing of Content-Area Literacy Instruction (CALI)
Jennifer Dombek, Elizabeth C Crowe, Mercedes Spencer, et al.
Reading and Writing
|
August 15, 2015
Examining the Underlying Dimensions of Morphological Awareness and Vocabulary Knowledge
Mercedes Spencer, Andrea Muse, Richard K Wagner, et al.
Page
of 2