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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 – 7 of 7 1 Examining the Reading and Cognitive Profiles of Students With Significant Reading Comprehension Difficulties Capin, Philip; Cho, Eunsoo; Miciak, Jeremy... In: Learn Disabil Q (2021) BASE Show details 2 Problem Behaviors and Response to Reading Intervention for Upper Elementary Students With Reading Difficulties Roberts, Garrett J.; Vaughn, Sharon; Roberts, Greg... In: Remedial Spec Educ (2019) BASE Show details 3 Executive function: association with multiple reading skills [<Journal>] Cirino, Paul T. [Verfasser]; Miciak, Jeremy [Verfasser]; Ahmed, Yusra [Verfasser]. DNB Subject Category Language 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 Examining the Effects of Afterschool Reading Interventions for Upper Elementary Struggling Readers Roberts, Garrett J.; Capin, Philip; Roberts, Greg. - 2018 BASE Show details 6 Effects From a Randomized Control Trial Comparing Researcher and School-Implemented Treatments With Fourth Graders With Significant Reading Difficulties Vaughn, Sharon; Solís, Michael; Miciak, Jeremy. - 2016 BASE Show details 7 Cognitive Attributes, Attention, and Self-Efficacy of Adequate and Inadequate Responders in a Fourth Grade Reading Intervention Cho, Eunsoo; Roberts, Garrett J.; Capin, Philip; Roberts, Greg; Miciak, Jeremy; Vaughn, Sharon. - 2015 Abstract: We examined cognitive attributes, attention, and self-efficacy of fourth grade struggling readers who were identified as adequate responders (n = 27), inadequate responders with comprehension only deficits (n = 46), and inadequate responders with comprehension and word reading deficits (n = 52) after receiving a multicomponent reading intervention. We also included typical readers (n = 40). These four groups were compared on measures of nonverbal reasoning, working memory, verbal knowledge, listening comprehension, phonological awareness, and rapid naming as well as on teacher ratings of attention problems and self-reported self-efficacy. The two inadequate responder groups demonstrated difficulties primarily with verbal knowledge and listening comprehension compared to typical readers and adequate responders. Phonological awareness and rapid naming differentiated the two inadequate responder groups. In addition, both inadequate responder groups showed more attention problems and low self-efficacy compared to typical readers. Keyword: Article URL: https://doi.org/10.1111/ldrp.12088 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4793275/ BASE Hide details

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