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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 – 8 of 8 1 Sight word acquisition in first grade students at risk for reading disabilities: an item-level exploration of the number of exposures required for mastery [<Journal>] Steacy, Laura M. [Verfasser]; Fuchs, Douglas [Verfasser]; Gilbert, Jennifer K. [Verfasser]. DNB Subject Category Language Show details 2 Capitalizing on the promise of item-level analyses to inform new understandings of word reading development [<Journal>] Steacy, Laura M. [Verfasser] DNB Subject Category Language Show details 3 Individual differences in learning the regularities between orthography, phonology and semantics predict early reading skills Siegelman, Noam; Rueckl, Jay G.; Steacy, Laura M.... In: J Mem Lang (2020) BASE Show details 4 Sight Word Acquisition in First Grade Students At-Risk for Reading Disabilities: An Item-Level Exploration of the Number of Exposures Required for Mastery Steacy, Laura M.; Fuchst, Douglas; Gilbert, Jennifer K.... In: Ann Dyslexia (2020) BASE Show details 5 Linking Behavioral and Computational Approaches to Better Understand Variant Vowel Pronunciations in Developing Readers Compton, Donald L.; Steacy, Laura M.; Petscher, Yaacov; Rueckl, Jay; Landi, Nicole; Frost, Steve; Pugh, Ken R.. - 2019 Abstract: The overarching goal of the new Florida State University/Haskins Laboratory/University of Connecticut LD Hub project is to align computational and behavioral theories of individual word reading development more closely with the challenges of learning to read a quasi-regular orthography (i.e., English) for both typically developing (TD) children and, more specifically, children with dyslexia. Our LD Hub adopts an integrated approach to better understand the neurocognitive bases of individual differences in word reading development by specifically examining the experiential (exogenous) and child-specific (endogenous) factors that determine acquisition of orthographic-phonological (O-P) knowledge at different subword granularities using behavioral and computational modeling. Findings are intended to enrich understanding of the processes that influence individual differences in word reading development in TD and dyslexic children and significantly inform issues of practice (e.g., curriculum, instruction, diagnosis, and intervention). Here we briefly provide the rationale for the Hub and present findings from the initial behavioral and computational modeling studies. Keyword: Article URL: https://doi.org/10.1002/cad.20294 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6522325/ http://www.ncbi.nlm.nih.gov/pubmed/31066513 BASE Hide details 6 Development and Prediction of Context-Dependent Vowel Pronunciation in Elementary Readers Steacy, Laura M.; Compton, Donald L.; Petscher, Yaacov. - 2018 BASE Show details 7 Exploring Differential Effects Across Two Decoding Treatments on Item-Level Transfer in Children with Significant Word Reading Difficulties: A New Approach for Testing Intervention Elements Steacy, Laura M.; Elleman, Amy M.; Lovett, Maureen W.. - 2016 BASE Show details 8 Exploring Differential Effects Across Two Decoding Treatments on Item-Level Transfer in Children with Significant Word Reading Difficulties: A New Approach for Testing Intervention Elements. Steacy, Laura M (authoraut); Elleman, Amy M (authoraut); Lovett, Maureen W (authoraut). BASE Show details

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