UB Paderborn / Katalog / Suche / in CDI

1 – 25 von 311

Sortiert nach

Understanding, Educating, and Supporting Children With Specific Learning Disabilities: 50 Years of Science and Practice

The American psychologist, 2020-01, Vol.75 (1), p.37-51

2020

Volltextzugriff (PDF)

Focusing Our View of Dyslexia Through a Multifactorial Lens: A Commentary

Learning disability quarterly, 2021-08, Vol.44 (3), p.225-230

Compton, Donald L.

2021

Volltextzugriff (PDF)

Smart RTI: A Next-Generation Approach to Multilevel Prevention

Exceptional children, 2012, Vol.78 (3), p.263-279

2012

Volltextzugriff (PDF)

Closing the Word-Problem Achievement Gap in First Grade: Schema-Based Word-Problem Intervention with Embedded Language Comprehension Instruction

Journal of educational psychology, 2021-01, Vol.113 (1), p.86-103

2021

Volltextzugriff (PDF)

Pathways to Third-Grade Calculation Versus Word-Reading Competence: Are They More Alike or Different?

Child development, 2016-03, Vol.87 (2), p.558-567

2016

Volltextzugriff (PDF)

Spelling-to-pronunciation transparency ratings for the 20,000 most frequently written English words

Behavior research methods, 2024-04, Vol.56 (4), p.2828-2841

2024

Volltextzugriff (PDF)

Modeling and Visualizing the Codevelopment of Word and Nonword Reading in Children From First Through Fourth Grade: Informing Developmental Trajectories of Children With Dyslexia

Child development, 2021-05, Vol.92 (3), p.e252-e269

2021

Volltextzugriff (PDF)

Dynamic assessment as a screening tool for early identification of reading disabilities: a latent change score approach

Reading & writing, 2020-03, Vol.33 (3), p.719-739

2020

Volltextzugriff (PDF)

How the Science of Reading Informs 21st-Century Education

Reading research quarterly, 2020-09, Vol.55 (Suppl 1), p.S267-S282

2020

Volltextzugriff (PDF)

Do Different Types of School Mathematics Development Depend on Different Constellations of Numerical Versus General Cognitive Abilities?

Developmental psychology, 2010-11, Vol.46 (6), p.1731-1746

2010

Volltextzugriff (PDF)

Unpacking the Unique Relationship Between Set for Variability and Word Reading Development: Examining Word- and Child-Level Predictors of Performance

Journal of educational psychology, 2022-08, Vol.114 (6), p.1242-1256

2022

Volltextzugriff (PDF)

Performance variations across reading comprehension assessments: Examining the unique contributions of text, activity, and reader

Reading & writing, 2020-03, Vol.33 (3), p.605-634

2020

Volltextzugriff (PDF)

Individual differences in learning the regularities between orthography, phonology and semantics predict early reading skills

Journal of memory and language, 2020-10, Vol.114, p.104145, Article 104145

2020

Volltextzugriff (PDF)

Modeling item-level variance of polysyllabic word reading in developing readers: Exploring semantically related child, word, and child-by-word predictors

Journal of experimental child psychology, 2024-10, Vol.246, p.105998, Article 105998

2024

Volltextzugriff (PDF)

Is Word-Problem Solving a Form of Text Comprehension?

Scientific studies of reading, 2015-05, Vol.19 (3), p.204-223

2015

Volltextzugriff (PDF)

Quantifying the Regularities Between Orthography and Semantics and Their Impact on Group- and Individual-Level Behavior

Journal of experimental psychology. Learning, memory, and cognition, 2022-06, Vol.48 (6), p.839-855

2022

Volltextzugriff (PDF)

Relations Among Motivation, Executive Functions, and Reading Comprehension: Do They Differ for Students With and Without Reading Difficulties?

Scientific studies of reading, 2023-07, Vol.27 (4), p.289-310

2023

Volltextzugriff (PDF)

The Cognitive and Academic Profiles of Reading and Mathematics Learning Disabilities

Journal of learning disabilities, 2012-01, Vol.45 (1), p.79-95

2012

Volltextzugriff (PDF)

Past perspectives and new opportunities for the explanatory item response model

Annals of dyslexia, 2020-07, Vol.70 (2), p.160-179

2020

Volltextzugriff (PDF)

Have We Forsaken Reading Theory in the Name of "Quick Fix" Interventions for Children With Reading Disability?

Scientific studies of reading, 2014, Vol.18 (1), p.55-73

2014

Volltextzugriff (PDF)

Beyond Comprehension Strategy Instruction: What's Next?

Language, speech & hearing services in schools, 2017-04, Vol.48 (2), p.84

2017

Volltextzugriff (PDF)

The Contributions of Numerosity and Domain-General Abilities to School Readiness

Child development, 2010-09, Vol.81 (5), p.1520-1533

2010

Volltextzugriff (PDF)

Selecting At-Risk Readers in First Grade for Early Intervention: A Two-Year Longitudinal Study of Decision Rules and Procedures

Journal of educational psychology, 2006-05, Vol.98 (2), p.394-409

2006

Volltextzugriff (PDF)

Examining the Relationship between Word Reading and Nonword Reading Development within an Orthographic Learning Framework: Are There Variations as a Function of SES and Reading Ability?

The Elementary school journal, 2023-03, Vol.123 (3), p.396-413

2023

Volltextzugriff (PDF)

Selecting At-Risk First-Grade Readers for Early Intervention: Eliminating False Positives and Exploring the Promise of a Two-Stage Gated Screening Process

Journal of educational psychology, 2010-05, Vol.102 (2), p.327-340

2010

Volltextzugriff (PDF)

1 – 25 von 311

Suche als RSS-Feed

Suchergebnisse filtern

Filter anzeigen

Nur zeigen

Geprüft (Peer-Review)
(230)
Mit Volltextzugriff
(275)

Publikationsform

3 weitere anzeigen...

Weniger anzeigen...

Sprache

Englisch
(311)
Japanisch
(25)

Erscheinungsjahr

n.n

Thema

15 weitere anzeigen...

Weniger anzeigen...

Kollektion

15 weitere anzeigen...

Weniger anzeigen...

Neu hinzugefügt

... seit 30 Tagen
(1)

Menü

Weitere Dienste

Einstellungen

Understanding, Educating, and Supporting Children With Specific Learning Disabilities: 50 Years of Science and Practice

Focusing Our View of Dyslexia Through a Multifactorial Lens: A Commentary

Smart RTI: A Next-Generation Approach to Multilevel Prevention

Closing the Word-Problem Achievement Gap in First Grade: Schema-Based Word-Problem Intervention with Embedded Language Comprehension Instruction

Pathways to Third-Grade Calculation Versus Word-Reading Competence: Are They More Alike or Different?

Spelling-to-pronunciation transparency ratings for the 20,000 most frequently written English words

Modeling and Visualizing the Codevelopment of Word and Nonword Reading in Children From First Through Fourth Grade: Informing Developmental Trajectories of Children With Dyslexia

Dynamic assessment as a screening tool for early identification of reading disabilities: a latent change score approach

How the Science of Reading Informs 21st-Century Education

Do Different Types of School Mathematics Development Depend on Different Constellations of Numerical Versus General Cognitive Abilities?

Unpacking the Unique Relationship Between Set for Variability and Word Reading Development: Examining Word- and Child-Level Predictors of Performance

Performance variations across reading comprehension assessments: Examining the unique contributions of text, activity, and reader

Individual differences in learning the regularities between orthography, phonology and semantics predict early reading skills

Modeling item-level variance of polysyllabic word reading in developing readers: Exploring semantically related child, word, and child-by-word predictors

Is Word-Problem Solving a Form of Text Comprehension?

Quantifying the Regularities Between Orthography and Semantics and Their Impact on Group- and Individual-Level Behavior

Relations Among Motivation, Executive Functions, and Reading Comprehension: Do They Differ for Students With and Without Reading Difficulties?

The Cognitive and Academic Profiles of Reading and Mathematics Learning Disabilities

Past perspectives and new opportunities for the explanatory item response model

Have We Forsaken Reading Theory in the Name of "Quick Fix" Interventions for Children With Reading Disability?

Beyond Comprehension Strategy Instruction: What's Next?

The Contributions of Numerosity and Domain-General Abilities to School Readiness

Selecting At-Risk Readers in First Grade for Early Intervention: A Two-Year Longitudinal Study of Decision Rules and Procedures

Examining the Relationship between Word Reading and Nonword Reading Development within an Orthographic Learning Framework: Are There Variations as a Function of SES and Reading Ability?

Selecting At-Risk First-Grade Readers for Early Intervention: Eliminating False Positives and Exploring the Promise of a Two-Stage Gated Screening Process

Suchergebnisse filtern