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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 – 15 of 15 1 Examining the Underlying Dimensions of Morphological Awareness and Vocabulary Knowledge. Spencer, Mercedes (authoraut); Muse, Andrea (authoraut); Wagner, Richard K (authoraut). BASE Show details 2 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 3 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 4 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 5 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 6 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). BASE Show details 7 Dynamic assessment and its implications for RTI models. Wagner, Richard K (authoraut); Compton, Donald L (authoraut) BASE Show details 8 Modeling the development of written language. Wagner, Richard K (authoraut); Puranik, Cynthia S (authoraut); Foorman, Barbara (authoraut). BASE Show details 9 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 10 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 11 Comparing two forms of dynamic assessment and traditional assessment of preschool phonological awareness. Wagner, Richard K (authoraut); Rashotte, Carol A (authoraut); Torgesen, Joseph K (authoraut). BASE Show details 12 Learning letter names and sounds: effects of instruction, letter type, and phonological processing skill. Wagner, Richard K (authoraut); Piasta, Shayne B (authoraut) BASE Show details 13 Developing Early Literacy Skills: A Meta-Analysis of Alphabet Learning and Instruction. Piasta, Shayne B (authoraut); Wagner, Richard K (authoraut) Abstract: Alphabet knowledge is a hallmark of early literacy and facilitating its development has become a primary objective of pre-school instruction and intervention. However, little agreement exists about how to promote the development of alphabet knowledge effectively. A meta-analysis of the effects of instruction on alphabet outcomes demonstrated that instructional impacts differed by type of alphabet outcome examined and content of instruction provided. School-based instruction yielded larger effects than home-based instruction; small-group instruction yielded larger effects than individual tutoring programs. We found minimal evidence of transfer of alphabet instruction to early phonological, reading, or spelling skills. Implications for research and practice are discussed. ; P50 HD052120, P50 HD052120-03 ; This NIH-funded author manuscript originally appeared in PubMed Central at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2910925. URL: http://diginole.lib.fsu.edu/islandora/object/fsu%3A330479/datastream/TN/view/Developing%20Early%20Literacy%20Skills.jpg https://doi.org/10.1598/RRQ.45.1.2 http://purl.flvc.org/fsu/fd/FSU_pmch_20671801 BASE Hide details 14 Fostering Alphabet Knowledge Development: A Comparison of Two Instructional Approaches. Piasta, Shayne B (authoraut); Purpura, David J (authoraut); Wagner, Richard K (authoraut) BASE Show details 15 Writing Quality in Chinese Children: Speed and Fluency Matter. Yan, Cathy Ming Wai (authoraut); McBride-Chang, Catherine (authoraut); Wagner, Richard K (authoraut). BASE Show details

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