1 |
The Critical Role of Word Reading as a Predictor of Response to Intervention
|
|
|
|
In: J Learn Disabil (2019)
|
|
BASE
|
|
Show details
|
|
2 |
A Cognitive Dimensional Approach to Understanding Shared and Unique Contributions to Reading, Math, and Attention Skills
|
|
|
|
BASE
|
|
Show details
|
|
3 |
White Matter Microstructure Integrity in Relation to Reading Proficiency
|
|
|
|
BASE
|
|
Show details
|
|
4 |
Effects From a Randomized Control Trial Comparing Researcher and School-Implemented Treatments With Fourth Graders With Significant Reading Difficulties
|
|
|
|
BASE
|
|
Show details
|
|
5 |
Does IQ affect the functional brain network involved in pseudoword reading in students with reading disability? A magnetoencephalography study
|
|
|
|
BASE
|
|
Show details
|
|
8 |
Effects of Tier 3 Intervention for Students With Persistent Reading Difficulties and Characteristics of Inadequate Responders
|
|
|
|
BASE
|
|
Show details
|
|
9 |
Reading skill components and impairments in middle school struggling readers
|
|
|
|
BASE
|
|
Show details
|
|
13 |
Treatment Effects for Older Struggling Readers: An Application of Moderated Mediation
|
|
|
|
BASE
|
|
Show details
|
|
14 |
Predicting Development of Mathematical Word Problem Solving Across the Intermediate Grades
|
|
|
|
BASE
|
|
Show details
|
|
15 |
Time-constrained functional connectivity analysis of cortical networks underlying phonological decoding in typically developing school-aged children: A magnetoencephalography study
|
|
|
|
BASE
|
|
Show details
|
|
16 |
Psychometric Properties of Maze Tasks in Middle School Students
|
|
|
|
BASE
|
|
Show details
|
|
17 |
The Relations Among Oral and Silent Reading Fluency and Comprehension in Middle School: Implications for Identification and Instruction of Students With Reading Difficulties
|
|
|
|
BASE
|
|
Show details
|
|
18 |
Cognitive Correlates of Inadequate Response to Reading Intervention
|
|
|
|
BASE
|
|
Show details
|
|
19 |
Mathematical Skills in 3- and 5-Year-Olds with Spina Bifida and Their Typically Developing Peers: A Longitudinal Approach
|
|
|
|
BASE
|
|
Show details
|
|
|
|