Detalhe da pesquisa
1.
Prevention: Necessary But Insufficient? A 2-Year Follow-Up of an Effective First-Grade Mathematics Intervention.
Child Dev
; 91(2): 382-400, 2020 03.
Artigo
Inglês
| MEDLINE | ID: mdl-30358181
2.
Does the Severity of Students' Pre-Intervention Math Deficits Affect Responsiveness to Generally Effective First-Grade Intervention?
Except Child
; 85(2): 147-162, 2019 Jan.
Artigo
Inglês
| MEDLINE | ID: mdl-30655645
3.
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 Interaction.
Except Child
; 85(2): 229-247, 2019 Jan.
Artigo
Inglês
| MEDLINE | ID: mdl-30636789
4.
Text Comprehension and Oral Language as Predictors of Word-Problem Solving: Insights into Word-Problem Solving as a Form of Text Comprehension.
Sci Stud Read
; 22(2): 152-166, 2018.
Artigo
Inglês
| MEDLINE | ID: mdl-29643723
5.
Word and Person Effects on Decoding Accuracy: A New Look at an Old Question.
J Educ Psychol
; 103(2): 489-507, 2011 May 01.
Artigo
Inglês
| MEDLINE | ID: mdl-21743750
6.
Selecting At-Risk First-Grade Readers for Early Intervention: Eliminating False Positives and Exploring the Promise of a Two-Stage Gated Screening Process.
J Educ Psychol
; 102(2): 327-340, 2010 May 01.
Artigo
Inglês
| MEDLINE | ID: mdl-20689725
7.
Using an item-specific predictor to test the dimensionality of the orthographic choice task.
Ann Dyslexia
; 70(2): 243-258, 2020 07.
Artigo
Inglês
| MEDLINE | ID: mdl-32712817
8.
Sight word acquisition in first grade students at risk for reading disabilities: an item-level exploration of the number of exposures required for mastery.
Ann Dyslexia
; 70(2): 259-274, 2020 07.
Artigo
Inglês
| MEDLINE | ID: mdl-32556795
9.
Do the Processes Engaged During Mathematical Word-Problem Solving Differ Along the Distribution of Word-Problem Competence?
Contemp Educ Psychol
; 602020 Jan.
Artigo
Inglês
| MEDLINE | ID: mdl-32542063
10.
Embedding Self-Regulation Instruction Within Fractions Intervention for Third Graders With Mathematics Difficulties.
J Learn Disabil
; 52(4): 337-348, 2019.
Artigo
Inglês
| MEDLINE | ID: mdl-31140358
11.
A Longitudinal Analysis of the Trajectories and Predictors of Word Reading and Reading Comprehension Development Among At-Risk Readers.
J Learn Disabil
; 52(3): 195-208, 2019.
Artigo
Inglês
| MEDLINE | ID: mdl-30381981
12.
Bivariate Developmental Relations between Calculations and Word Problems: A Latent Change Approach.
Contemp Educ Psychol
; 51: 83-98, 2017 Oct.
Artigo
Inglês
| MEDLINE | ID: mdl-28845083
13.
Development of First-Graders' Word Reading Skills: For Whom Can Dynamic Assessment Tell Us More?
J Learn Disabil
; 50(1): 95-112, 2017 01.
Artigo
Inglês
| MEDLINE | ID: mdl-26320054
14.
Stormwater runoff quality and quantity from asphalt, paver, and crushed stone driveways in Connecticut.
Water Res
; 40(4): 826-32, 2006 Feb.
Artigo
Inglês
| MEDLINE | ID: mdl-16427680
15.
Modeling Polymorphemic Word Recognition: Exploring Differences Among Children With Early-Emerging and Late-Emerging Word Reading Difficulty.
J Learn Disabil
; 49(4): 368-94, 2016 07.
Artigo
Inglês
| MEDLINE | ID: mdl-25331757
16.
The role of cognitive processes, foundational math skill, and calculation accuracy and fluency in word-problem solving versus prealgebraic knowledge.
Dev Psychol
; 52(12): 2085-2098, 2016 12.
Artigo
Inglês
| MEDLINE | ID: mdl-27786534
17.
Multisyllabic word reading as a moderator of morphological awareness and reading comprehension.
J Learn Disabil
; 47(1): 34-43, 2014.
Artigo
Inglês
| MEDLINE | ID: mdl-24219914
18.
Novel Approaches to Examine Passage, Student, and Question Effects on Reading Comprehension.
Learn Disabil Res Pract
; 29(1): 25-35, 2014 Feb 01.
Artigo
Inglês
| MEDLINE | ID: mdl-24535914
19.
Explanatory multidimensional multilevel random item response model: an application to simultaneous investigation of word and person contributions to multidimensional lexical representations.
Psychometrika
; 78(4): 830-55, 2013 Oct.
Artigo
Inglês
| MEDLINE | ID: mdl-24092491
20.
Upside-Down Response to Intervention: A Quasi-Experimental Study.
Learn Disabil Res Pract
; 33(4): 229-236, 2018 Nov.
Artigo
Inglês
| MEDLINE | ID: mdl-30636844