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    • Wagner, Richard K. (6)
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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 6 of 6 1 Rapid serial naming and reading ability: the role of lexical access Schatschneider, Christopher; Wagner, Richard K.; Logan, Jessica A. R. In: Reading and writing. - New York, NY : Springer Science+Business Media 24 (2011) 1, 1-25 BLLDB OLC Linguistik Show details 2 Modeling the development of written language Foorman, Barbara R.; Wagner, Richard K.; Tschinkel, Erika... In: Reading and writing. - New York, NY : Springer Science+Business Media 24 (2011) 2, 203-220 BLLDB OLC Linguistik Show details 3 Modeling the development of written language Wagner, Richard K.; Puranik, Cynthia S.; Foorman, Barbara. - 2011 BASE Show details 4 Writing Quality in Chinese Children: Speed and Fluency Matter Yan, Cathy Ming Wai; McBride-Chang, Catherine; Wagner, Richard K.. - 2011 BASE Show details 5 Rapid serial naming and reading ability: the role of lexical access Logan, Jessica A. R.; Schatschneider, Christopher; Wagner, Richard K.. - 2011 BASE Show details 6 Comparing Two Forms of Dynamic Assessment and Traditional Assessment of Preschool Phonological Awareness Kantor, Patricia Thatcher; Wagner, Richard K.; Torgesen, Joseph K.; Rashotte, Carol A.. - 2011 Abstract: The goal of the current study was to compare two forms of dynamic assessment and standard assessment of preschool children's phonological awareness. The first form of dynamic assessment was a form of scaffolding in which item formats were modified in response to an error so as to make the task easier or more explicit. The second form of dynamic assessment was direct instruction of the phonological awareness tasks. The results indicate that preschool children's phonological awareness can be assessed using standard assessment procedures, provided the items require processing units larger than the individual phoneme. No advantage was found in reliability or validity for either dynamic assessment condition relative to the standard assessment condition. Dynamic assessment does not appear to improve reliability or validity of phonological awareness assessments when preschool children are given tasks that they can perform using standard administration procedures. Keyword: Article URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3179788 http://www.ncbi.nlm.nih.gov/pubmed/21685350 https://doi.org/10.1177/0022219411407861 BASE Hide details

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