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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 Page: 1 2 3 4 5 Hits 1 – 20 of 87 1 The writing of African American students (Fitton et al., 2021) ... Fitton, Lisa; Johnson, Lakeisha; Wood, Carla. - : ASHA journals, 2021 BASE Show details 2 The writing of African American students (Fitton et al., 2021) ... Fitton, Lisa; Johnson, Lakeisha; Wood, Carla. - : ASHA journals, 2021 BASE Show details 3 Correction to: Predicting Arabic word reading: A cross-classified generalized random-effects analysis showing the critical role of morphology [<Journal>] Tibi, Sana [Verfasser]; Edwards, Ashley A. [Verfasser]; Schatschneider, Christopher [Verfasser]. DNB Subject Category Language Show details 4 Matthew effects in writing productivity during second grade [<Journal>] Wood, Carla [Verfasser]; Schatschneider, Christopher [Verfasser]; Wanzek, Jeanne [Verfasser] DNB Subject Category Language Show details 5 Predicting Arabic word reading: A cross-classified generalized random-effects analysis showing the critical role of morphology [<Journal>] Schatschneider, Christopher [Verfasser]; Edwards, Ashley A. [Verfasser]; Kirby, John R. [Verfasser]. DNB Subject Category Language Show details 6 IRT analyses of Arabic letter knowledge in Kindergarten [<Journal>] Edwards, Ashley A. [Verfasser]; Schatschneider, Christopher [Verfasser]; Lombardino, Linda J. [Verfasser]. DNB Subject Category Language Show details 7 Correction to: Assessing the direct and indirect effects of metalinguistic awareness to the reading comprehension skills of struggling adult readers [<Journal>] Tighe, Elizabeth L. [Verfasser]; Little, Callie W. [Verfasser]; Arrastia‑Chisholm, Meagan Caridad [Verfasser]. DNB Subject Category Language Show details 8 Average One Year Change in Lexical Measures of Written Narratives for School Age Students WOOD, Carla L.; SCHATSCHNEIDER, Christopher W.; HART, Sara In: Read Writ Q (2019) BASE Show details 9 The Effects of ADHD Treatment and Reading Intervention on the Fluency and Comprehension of Children with ADHD and Word Reading Difficulties: A Randomized Clinical Trial Denton, Carolyn A.; Tamm, Leanne; Schatschneider, Christopher... In: Sci Stud Read (2019) BASE Show details 10 Assessing the direct and indirect effects of metalinguistic awareness to the reading comprehension skills of struggling adult readers [<Journal>] Tighe, Elizabeth L. [Verfasser]; Little, Callie W. [Sonstige]; Arrastia-Chisholm, Meagan Caridad [Sonstige]. DNB Subject Category Language Show details 11 Examining the Simple View of Reading With Elementary School Children: Still Simple After All These Years ... Vaughn, Sharon; Lonigan, Christopher J.; Burgess, Stephen R.. - : Figshare, 2018 BASE Show details 12 Examining the Simple View of Reading With Elementary School Children: Still Simple After All These Years ... Vaughn, Sharon; Lonigan, Christopher J.; Burgess, Stephen R.. - : Figshare, 2018 BASE Show details 13 Relationship Between Children’s Lexical Diversity in Written Narratives and Performance on a Standardized Reading Vocabulary Measure Wood, Carla L.; Bustamante, Kristina N.; Schatschneider, Christopher... In: Assess Eff Interv (2018) BASE Show details 14 Can Working Memory Training Work for ADHD? Development of Central Executive Training and Comparison with Behavioral Parent Training Kofler, Michael J.; Sarver, Dustin E.; Austin, Kristin; Schaefer, Hillary; Holland, Elizabeth; Aduen, Paula A.; Wells, Erica L.; Soto, Elia F.; Irwin, Lauren; Schatschneider, Christopher; Lonigan, Christopher J.. - 2018 Abstract: OBJECTIVE: Working memory deficits have been linked experimentally and developmentally with ADHD-related symptoms/impairments. Unfortunately, substantial evidence indicates that extant working memory training programs fail to improve these symptoms/impairments. We hypothesized that this discrepancy may reflect insufficient targeting, such that extant protocols do not adequately engage the specific working memory components linked with the disorder’s behavioral/functional impairments. METHOD: The current study describes the development, empirical basis, and initial testing of central executive training (CET) relative to gold-standard behavioral parent training (BPT). Children with ADHD ages 8–13 (M=10.43, SD=1.59; 21 girls; 76% Caucasian/Non-Hispanic) were treated using BPT (n=27) or CET (n=27). Detailed data analytic plans for the pre/post design were preregistered. Primary outcomes included phonological and visuospatial working memory, and secondary outcomes included actigraphy during working memory testing and two distal far-transfer tasks. Multiple feasibility/acceptability measures were included. RESULTS: The BPT and CET samples did not differ on any pre-treatment characteristics. CET was rated as highly acceptable by children, and was equivalent to BPT in terms of feasibility/acceptability as evidenced by parent-reported high satisfaction, low barriers to participation, and large ADHD symptom reductions. CET was superior to BPT for improving working memory (group x time d=1.06) as hypothesized. CET was also superior to BPT for reducing actigraph-measured hyperactivity during visuospatial working memory testing and both distal far-transfer tasks (group x time d=0.74). CONCLUSIONS: Results provide strong support for continued testing of CET and, if replicated, would support recent hypotheses that next-generation ADHD cognitive training protocols may overcome current limitations via improved targeting. Keyword: Article URL: http://www.ncbi.nlm.nih.gov/pubmed/30507223 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6287280/ https://doi.org/10.1037/ccp0000308 BASE Hide details 15 Writing evaluation: rater and task effects on the reliability of writing scores for children in Grades 3 and 4 [<Journal>] Kim, Young-Suk Grace [Verfasser]; Schatschneider, Christopher [Sonstige]; Wanzek, Jeanne [Sonstige]. DNB Subject Category Language Show details 16 Grade Level Expectations in Lexical Measures and Accuracy of Written Narrative Samples Wood, Carla; Schatschneider, Christopher; Hart, Sara. - 2017 BASE Show details 17 Writing Evaluation: Rater and Task Effects on the Reliability of Writing Scores for Children in Grades 3 and 4 Kim, Grace Young-Suk; Schatschneider, Christopher; Wanzek, Jeanne. - 2017 BASE Show details 18 Expanding the developmental models of writing: A direct and indirect effects model of developmental writing (DIEW) Kim, Young-Suk Grace; Schatschneider, Christopher. - 2017 BASE Show details 19 Examining the Underlying Dimensions of Morphological Awareness and Vocabulary Knowledge Spencer, Mercedes; Muse, Andrea; Wagner, Richard K.. - 2015 BASE Show details 20 Rate of Language Growth in Children with Hearing Loss in an Auditory-Verbal Early Intervention Program Jackson, Carla Wood.; Schatschneider, Christopher. In: American annals of the deaf. - Washington, DC : Gallaudet Univ. Press 158 (2014) 5, 539-554 OLC Linguistik Show details Page: 1 2 3 4 5

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