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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 1 – 20 of 83 1 Factors that influence reading acquisition in L2 english for students in Bangalore, India [<Journal>] Rao, Nisha M. [Verfasser]; Wagner, Richard K. [Verfasser]; Shenoy, Sunaina [Verfasser] DNB Subject Category Language Show details 2 The co-development of vocabulary and reading comprehension Wagner, Richard K.; Quinn, Jamie M. In: International handbook of language acquisition (London, 2019), p. 504-519 MPI für Psycholinguistik Show details 3 The Reading Comprehension and Vocabulary Knowledge of Children with Poor Reading Comprehension despite Adequate Decoding: Evidence from a Regression-Based Matching Approach Spencer, Mercedes; Wagner, Richard K.; Petscher, Yaacov. - 2018 BASE Show details 4 Examining the Underlying Dimensions of Morphological Awareness and Vocabulary Knowledge Spencer, Mercedes; Muse, Andrea; Wagner, Richard K.. - 2015 BASE Show details 5 Specific Reading Comprehension Disability: Major Problem, Myth, or Misnomer? Spencer, Mercedes; Quinn, Jamie M.; Wagner, Richard K.. - 2014 BASE Show details 6 Developmental Relations Between Vocabulary Knowledge and Reading Comprehension: A Latent Change Score Modeling Study Quinn, Jamie M.; Wagner, Richard K.; Petscher, Yaacov. - 2014 BASE Show details 7 Reconsidering the Simple View of Reading in an Intriguing Case of Equivalent Models: Commentary on Tunmer and Chapman (2012) Wagner, Richard K.; Herrera, Sarah K.; Spencer, Mercedes. - 2014 BASE Show details 8 Developmental Relations between Reading and Writing at the Word, Sentence and Text Levels: A Latent Change Score Analysis Ahmed, Yusra; Wagner, Richard K.; Lopez, Danielle. - 2014 BASE Show details 9 Erratum to: Developmental and individual differences in Chinese writing Guan, Connie Qun; Ye, Feifei; Wagner, Richard K.... In: Reading and writing. - New York, NY : Springer Science+Business Media 26 (2013) 6, 1057 OLC Linguistik Show details 10 Developmental and individual differences in Chinese writing Guan, Connie Qun; Ye, Feifei; Wagner, Richard K.... In: Reading and writing. - New York, NY : Springer Science+Business Media 26 (2013) 6, 1031-1056 OLC Linguistik Show details 11 Writing quality in Chinese children: speed and fluency matter Zhang, Juan; Shu, Hua; Yan, Cathy Ming Wai... In: Reading and writing. - New York, NY : Springer Science+Business Media 25 (2012) 7, 1499-1521 BLLDB OLC Linguistik Show details 12 Rapid serial naming and reading ability: the role of lexical access Schatschneider, Christopher; Wagner, Richard K.; Logan, Jessica A. R. In: Reading and writing. - New York, NY : Springer Science+Business Media 24 (2011) 1, 1-25 BLLDB OLC Linguistik Show details 13 Modeling the development of written language Foorman, Barbara R.; Wagner, Richard K.; Tschinkel, Erika... In: Reading and writing. - New York, NY : Springer Science+Business Media 24 (2011) 2, 203-220 BLLDB OLC Linguistik Show details 14 Modeling the development of written language Wagner, Richard K.; Puranik, Cynthia S.; Foorman, Barbara. - 2011 BASE Show details 15 Writing Quality in Chinese Children: Speed and Fluency Matter Yan, Cathy Ming Wai; McBride-Chang, Catherine; Wagner, Richard K.. - 2011 BASE Show details 16 Rapid serial naming and reading ability: the role of lexical access Logan, Jessica A. R.; Schatschneider, Christopher; Wagner, Richard K.. - 2011 BASE Show details 17 Comparing Two Forms of Dynamic Assessment and Traditional Assessment of Preschool Phonological Awareness Kantor, Patricia Thatcher; Wagner, Richard K.; Torgesen, Joseph K.; Rashotte, Carol A.. - 2011 Abstract: The goal of the current study was to compare two forms of dynamic assessment and standard assessment of preschool children's phonological awareness. The first form of dynamic assessment was a form of scaffolding in which item formats were modified in response to an error so as to make the task easier or more explicit. The second form of dynamic assessment was direct instruction of the phonological awareness tasks. The results indicate that preschool children's phonological awareness can be assessed using standard assessment procedures, provided the items require processing units larger than the individual phoneme. No advantage was found in reliability or validity for either dynamic assessment condition relative to the standard assessment condition. Dynamic assessment does not appear to improve reliability or validity of phonological awareness assessments when preschool children are given tasks that they can perform using standard administration procedures. Keyword: Article URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3179788 http://www.ncbi.nlm.nih.gov/pubmed/21685350 https://doi.org/10.1177/0022219411407861 BASE Hide details 18 Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia: outcomes from two instructional approaches Torgesen, Joseph K.; Herron, Jeannine; Lindamood, Patricia... In: Annals of dyslexia. - New York, NY : Springer 60 (2010) 1, 40-56 BLLDB OLC Linguistik Show details 19 Fostering alphabet knowledge development: a comparison of two instructional approaches Piasta, Shayne B.; Purpura, David J.; Wagner, Richard K. In: Reading and writing. - New York, NY : Springer Science+Business Media 23 (2010) 6, 607-626 BLLDB OLC Linguistik Show details 20 Developing early literacy skills: a meta-analysis of alphabet learning and instruction Piasta, Shayne B.; Wagner, Richard K. In: Reading research quarterly. - Hoboken, NJ : Wiley Subscription Services 45 (2010) 1, 8-38 BLLDB Show details Page: 1 2 3 4 5

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