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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 41 – 60 of 83 41 Mind in context : interactionist perspectives on human intelligence Sternberg, Robert J.; Wagner, Richard K.. - Cambridge : Cambridge University Press, 1994 MPI für Psycholinguistik Show details 42 The psychology of reading : an introduction Crowder, Robert G.; Wagner, Richard K.. - New York [etc.] : Oxford University Press, 1992 MPI für Psycholinguistik Show details 43 Developmental and individual differences in performance on phonological synthesis tasks Torgesen, Joseph K.; Wagner, Richard K.; Balthazar, Mike... In: Journal of experimental child psychology. - Amsterdam : Elsevier 47 (1989) 3, 491-505 BLLDB Show details 44 Causal relations between the development of phonological processing abilities and the acquisition of reading skills : a meta-analysis Wagner, Richard K. In: Merrill-Palmer quarterly. - Detroit, Mich. : Wayne State Univ. Press 34 (1988) 3, 261-279 BLLDB Show details 45 The nature of phonological processing and its causal role in the acquisition of reading skills Wagner, Richard K.; Torgesen, Joseph K. In: Psychological bulletin. - Washington, DC : American Psychological Association 101 (1987) 2, 192-212 BLLDB Show details 46 Practical intelligence : nature and origins of competence in the everyday world Sternberg, Robert J.; Wagner, Richard K.. - Cambridge : Univ. Pr., 1986 MPI für Psycholinguistik Show details 47 Examining the Underlying Dimensions of Morphological Awareness and Vocabulary Knowledge. Spencer, Mercedes (authoraut); Muse, Andrea (authoraut); Wagner, Richard K (authoraut). BASE Show details 48 Developmental Relations Between Reading and Writing at the Word, Sentence and Text Levels: A Latent Change Score Analysis Florida State University (degree granting institution); Ahmed, Yusra (authoraut); Wagner, Richard K. (professor directing thesis). - : Florida State University BASE Show details 49 Reconsidering the simple view of reading in an intriguing case of equivalent models: commentary on Tunmer and Chapman (2012). Wagner, Richard K (authoraut); Herrera, Sarah K (authoraut); Spencer, Mercedes (authoraut). BASE Show details 50 Applying a Multiple Group Causal Indicator Modeling Framework to the Reading Comprehension Skills of Third, Seventh, and Tenth Grade Students. Tighe, Elizabeth L (authoraut); Wagner, Richard K (authoraut); Schatschneider, Christopher (authoraut) BASE Show details 51 Uniqueness and Overlap: Characteristics and Longitudinal Correlates of Native Chinese Children's Writing in English as a Foreign Language. Zhang, Juan (authoraut); McBride-Chang, Catherine (authoraut); Wagner, Richard K (authoraut). BASE Show details 52 Predictors of Reading Comprehension: A Model-Based Meta-analytic Review Taylor, Jeanette E. (committee member); College of Arts and Sciences (degree granting college); Florida State University (degree granting institution). - : Florida State University BASE Show details 53 Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic. Brown Waesche, Jessica S (authoraut); Schatschneider, Christopher (authoraut); Maner, Jon K (authoraut). BASE Show details 54 Spanish Translation and Validation of the Interpersonal Needs Questionnaire Silva, Caroline (authoraut); Joiner, Thomas E. (professor directing thesis); Cougle, Jesse R. (committee member). - : Florida State University BASE Show details 55 Text Comprehension Mediates Morphological Awareness, Syntactic Processing, and Working Memory in Predicting Chinese Written Composition Performance. Guan, Connie Qun (authoraut); Ye, Feifei (authoraut); Wagner, Richard K (authoraut); Meng, Wanjin (authoraut); Leong, Che Kan (authoraut) Abstract: The goal of the present study was to test opposing views about four issues concerning predictors of individual differences in Chinese written composition: (a) Whether morphological awareness, syntactic processing, and working memory represent distinct and measureable constructs in Chinese or are just manifestations of general language ability; (b) whether they are important predictors of Chinese written composition, and if so, the relative magnitudes and independence of their predictive relations; (c) whether observed predictive relations are mediated by text comprehension; and (d) whether these relations vary or are developmentally invariant across three years of writing development. Based on analyses of the performance of students in grades 4 (n = 246), 5 (n = 242) and 6 (n = 261), the results supported morphological awareness, syntactic processing, and working memory as distinct yet correlated abilities that made independent contributions to predicting Chinese written composition, with working memory as the strongest predictor. However, predictive relations were mediated by text comprehension. The final model accounted for approximately 75 percent of the variance in Chinese written composition. The results were largely developmentally invariant across the three grades from which participants were drawn. ; Chinese children’s written composition, Mediation, Morphological and syntactic processing, Text comprehension, Working memory ; P50 HD052120 ; This NIH-funded author manuscript originally appeared in PubMed Central at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4267114. URL: http://purl.flvc.org/fsu/fd/FSU_pmch_25530630 http://diginole.lib.fsu.edu/islandora/object/fsu%3A330598/datastream/TN/view/Text%20Comprehension%20Mediates%20Morphological%20Awareness,%20Syntactic%20Processing,%20and%20Working%20Memory%20in%20Predicting%20Chinese%20Written%20Composition%20Performance.jpg https://doi.org/10.1037/a0035984 BASE Hide details 56 Dynamic assessment and its implications for RTI models. Wagner, Richard K (authoraut); Compton, Donald L (authoraut) BASE Show details 57 Modeling the development of written language. Wagner, Richard K (authoraut); Puranik, Cynthia S (authoraut); Foorman, Barbara (authoraut). BASE Show details 58 Rapid serial naming and reading ability: the role of lexical access. Logan, Jessica A R (authoraut); Schatschneider, Christopher (authoraut); Wagner, Richard K (authoraut) BASE Show details 59 Relationships Betweeen Measures of Word Knowledge and Reading Comprehension in Third- and Seventh-Grade Children Tannenbaum, Kendra R. (authoraut); Torgesen, Joseph K. (professor directing dissertation); Al Otaiba, Stephanie Dent (outside committee member). - : Florida State University BASE Show details 60 Developmental relations between reading fluency and reading comprehension: a longitudinal study from Grade 1 to Grade 2. Lopez, Danielle (authoraut); Kim, Young-Suk (authoraut); Wagner, Richard K (authoraut) BASE Show details Page: 1 2 3 4 5

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