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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 – 20 of 20 1 Executive function: association with multiple reading skills [<Journal>] Cirino, Paul T. [Verfasser]; Miciak, Jeremy [Verfasser]; Ahmed, Yusra [Verfasser]. DNB Subject Category Language Show details 2 A Cognitive Dimensional Approach to Understanding Shared and Unique Contributions to Reading, Math, and Attention Skills Child, Amanda E.; Cirino, Paul T.; Fletcher, Jack M.. - 2018 BASE Show details 3 Longitudinal Predictors of the Overlap between Reading and Math Skills Cirino, Paul T.; Child, Amanda E.; Macdonald, Kelly. - 2018 BASE Show details 4 Executive Function: Association with Multiple Reading Skills Cirino, Paul T.; Miciak, Jeremy; Ahmed, Yusra... In: Read Writ (2018) BASE Show details 5 White Matter Microstructure Integrity in Relation to Reading Proficiency Arrington, C. Nikki; Kulesz, Paulina A.; Juranek, Jenifer. - 2017 BASE Show details 6 Effects of a Multitier Support System on Calculation, Word Problem, and Prealgebraic Performance Among At-Risk Learners Powell, Sarah R.; Fuchs, Lynn S.; Cirino, Paul T.. - 2015 BASE Show details 7 Reading skill components and impairments in middle school struggling readers Cirino, Paul T.; Romain, Melissa A.; Barth, Amy E.... In: Reading and writing. - New York, NY : Springer Science+Business Media 26 (2013) 7, 1059-1086 OLC Linguistik Show details 8 Reading skill components and impairments in middle school struggling readers Cirino, Paul T.; Romain, Melissa A.; Barth, Amy E.. - 2013 BASE Show details 9 Reading skill components and impairments in middle school struggling readers [<Journal>] Cirino, Paul T. [Verfasser]; Romain, Melissa A. [Verfasser]; Barth, Amy E. [Verfasser]. DNB Subject Category Language Show details 10 Reliability and Validity of Oral Reading Fluency Median and Mean Scores Among Middle Grade Readers When Using Equated Texts Barth, Amy E.; Stuebing, Karla K.; Fletcher, Jack M.... In: Reading psychology. - Philadelphia, Pa. : Taylor & Francis 33 (2012) 1, 133-161 OLC Linguistik Show details 11 Predicting Development of Mathematical Word Problem Solving Across the Intermediate Grades Tolar, Tammy D.; Fuchs, Lynn; Cirino, Paul T.. - 2012 BASE Show details 12 Effects of Individualized and Standardized Interventions on Middle School Students With Reading Disabilities VAUGHN, SHARON; WEXLER, JADE; ROBERTS, GREG. - 2011 BASE Show details 13 The Relations Among Oral and Silent Reading Fluency and Comprehension in Middle School: Implications for Identification and Instruction of Students With Reading Difficulties Denton, Carolyn A.; Barth, Amy E.; Fletcher, Jack M.. - 2011 BASE Show details 14 Cognitive Correlates of Inadequate Response to Reading Intervention Fletcher, Jack M.; Stuebing, Karla K.; Barth, Amy E.. - 2011 BASE Show details 15 The relative effects of group size on reading progress of older students with reading difficulties Francis, David; Fletcher, Jack M.; Vaughn, Sharon... In: Reading and writing. - New York, NY : Springer Science+Business Media 23 (2010) 8, 931-956 BLLDB OLC Linguistik Show details 16 The relative effects of group size on reading progress of older students with reading difficulties Vaughn, Sharon; Wanzek, Jeanne; Wexler, Jade. - 2010 BASE Show details 17 The Interrelationships of Mathematical Precursors in Kindergarten Cirino, Paul T.. - 2010 BASE Show details 18 A test of the cerebellar hypothesis of dyslexia in adequate and inadequate responders to reading intervention Barth, Amy E.; Denton, Carolyn A.; Stuebing, Karla K.; Fletcher, Jack M.; Cirino, Paul T.; Francis, David J.; Vaughn, Sharon. - 2010 Abstract: The cerebellar hypothesis of dyslexia posits that cerebellar deficits are associated with reading disabilities and may explain why some individuals with reading disabilities fail to respond to reading interventions. We tested these hypotheses in a sample of children who participated in a grade 1 reading intervention study (n = 174) and a group of typically achieving children (n = 62). At posttest, children were classified as adequately responding to the intervention (n = 82), inadequately responding with decoding and fluency deficits (n = 36), or inadequately responding with only fluency deficits (n = 56). Based on the Bead Threading and Postural Stability subtests from the Dyslexia Screening Test-Junior, we found little evidence that assessments of cerebellar functions were associated with academic performance or responder status. In addition, we did not find evidence supporting the hypothesis that cerebellar deficits are more prominent for poor readers with “specific” reading disabilities (i.e., with discrepancies relative to IQ) than for poor readers with reading scores consistent with IQ. In contrast, measures of phonological awareness, rapid naming, and vocabulary were strongly associated with responder status and academic outcomes. These results add to accumulating evidence that fails to associate cerebellar functions with reading difficulties. Keyword: Article URL: http://www.ncbi.nlm.nih.gov/pubmed/20298639 https://doi.org/10.1017/S1355617710000135 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3891301 BASE Hide details 19 Dynamic task-specific brain network connectivity in children with severe reading difficulties Vourkas, Michael; Micheloyannis, Sifis; Simos, Panagiotis G.. - 2010 BASE Show details 20 A Response to Recent Reanalyses of the National Reading Panel Report: Effects of Systematic Phonics Instruction Are Practically Significant Stuebing, Karla K.; Barth, Amy E.; Cirino, Paul T.. - 2008 BASE Show details

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