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Revolutions in the emergence of discourse processes research

Discourse processes, 2024-08, Vol.61 (6-7), p.290-292

Keenan, Janice M.

2024

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Understanding the complex etiologies of developmental disorders: behavioral and molecular genetic approaches

Journal of developmental and behavioral pediatrics, 2010-09, Vol.31 (7), p.533-544

2010

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Longitudinal stability in reading comprehension is largely heritable from grades 1 to 6

PloS one, 2015-01, Vol.10 (1), p.e0113807-e0113807

2015

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Issues in identifying poor comprehenders

L'année psychologique, 2014-12, Vol.114 (4), p.753-777

2014

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The Role of Text Memory in Inferencing and in Comprehension Deficits

Scientific studies of reading, 2014-01, Vol.18 (6), p.415-431

2014

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Predicting Word Reading and Comprehension With Executive Function and Speed Measures Across Development: A Latent Variable Analysis

Journal of experimental psychology. General, 2012-08, Vol.141 (3), p.470-488

2012

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Test Differences in Diagnosing Reading Comprehension Deficits

Journal of learning disabilities, 2014-03, Vol.47 (2), p.125-135

2014

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Reading Comprehension Tests Vary in the Skills They Assess: Differential Dependence on Decoding and Oral Comprehension

Scientific studies of reading, 2008-07, Vol.12 (3), p.281-300

2008

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Why Do Children Differ in Their Development of Reading and Related Skills?

Scientific studies of reading, 2014, Vol.18 (1), p.38-54

2014

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Longitudinal stability and predictors of poor oral comprehenders and poor decoders

Journal of experimental child psychology, 2013-07, Vol.115 (3), p.497-516

2013

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How Specific Are Learning Disabilities?

Journal of learning disabilities, 2021-11, Vol.54 (6), p.466-483

2021

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Understanding Comorbidity Between Specific Learning Disabilities

New directions for child and adolescent development, 2019-05, Vol.2019 (165), p.91-109

2019

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Interpreting Reading Comprehension Test Results: Quantile Regression Shows that Explanatory Factors Can Vary with Performance Level

Scientific studies of reading, 2017-05, Vol.21 (3), p.225-238

2017

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Genetic and Environmental Etiologies of the Longitudinal Relations Between Prereading Skills and Reading

Child development, 2015-03, Vol.86 (2), p.342-361

2015

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The Genetic and Environmental Etiologies of the Relations Between Cognitive Skills and Components of Reading Ability

Journal of experimental psychology. General, 2016-04, Vol.145 (4), p.451-466

2016

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Perspective Effects on Online Text Processing

Discourse processes, 2002-03, Vol.33 (2), p.159-173

2002

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Phonological and Semantic Priming in Children With Reading Disability

Child development, 2008-07, Vol.79 (4), p.1086-1102

2008

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Understanding the centrality deficit: Insight from foreign language learners

Memory & cognition, 2011-07, Vol.39 (5), p.873-883

2011

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How word decoding skill impacts text memory: The centrality deficit and how domain knowledge can compensate

Annals of dyslexia, 2009-12, Vol.59 (2), p.99-113

2009

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A retrospective longitudinal study of cognitive and language skills in poor reading comprehension

Scandinavian journal of psychology, 2015-04, Vol.56 (2), p.157-166

2015

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How prior knowledge affects word identification and comprehension

Reading & writing, 2012-01, Vol.25 (1), p.131-149

2012

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Comprehending the Gray Oral Reading Test Without Reading It: Why Comprehension Tests Should Not Include Passage-Independent Items

Scientific studies of reading, 2006-01, Vol.10 (4), p.363-380

2006

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The Internal and External Validity of Sluggish Cognitive Tempo and its Relation with DSM–IV ADHD

Journal of abnormal child psychology, 2014, Vol.42 (1), p.21-35

2014

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The genetic and environmental etiologies of individual differences in early reading growth in Australia, the United States, and Scandinavia

Journal of experimental child psychology, 2013-07, Vol.115 (3), p.453-467

2013

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How Prior Knowledge, WMC, and Relevance of Information Affect Eye Fixations in Expository Text

Journal of experimental psychology. Learning, memory, and cognition, 2003-05, Vol.29 (3), p.447-457

2003

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Revolutions in the emergence of discourse processes research

Understanding the complex etiologies of developmental disorders: behavioral and molecular genetic approaches

Longitudinal stability in reading comprehension is largely heritable from grades 1 to 6

Issues in identifying poor comprehenders

The Role of Text Memory in Inferencing and in Comprehension Deficits

Predicting Word Reading and Comprehension With Executive Function and Speed Measures Across Development: A Latent Variable Analysis

Test Differences in Diagnosing Reading Comprehension Deficits

Reading Comprehension Tests Vary in the Skills They Assess: Differential Dependence on Decoding and Oral Comprehension

Why Do Children Differ in Their Development of Reading and Related Skills?

Longitudinal stability and predictors of poor oral comprehenders and poor decoders

How Specific Are Learning Disabilities?

Understanding Comorbidity Between Specific Learning Disabilities

Interpreting Reading Comprehension Test Results: Quantile Regression Shows that Explanatory Factors Can Vary with Performance Level

Genetic and Environmental Etiologies of the Longitudinal Relations Between Prereading Skills and Reading

The Genetic and Environmental Etiologies of the Relations Between Cognitive Skills and Components of Reading Ability

Perspective Effects on Online Text Processing

Phonological and Semantic Priming in Children With Reading Disability

Understanding the centrality deficit: Insight from foreign language learners

How word decoding skill impacts text memory: The centrality deficit and how domain knowledge can compensate

A retrospective longitudinal study of cognitive and language skills in poor reading comprehension

How prior knowledge affects word identification and comprehension

Comprehending the Gray Oral Reading Test Without Reading It: Why Comprehension Tests Should Not Include Passage-Independent Items

The Internal and External Validity of Sluggish Cognitive Tempo and its Relation with DSM–IV ADHD

The genetic and environmental etiologies of individual differences in early reading growth in Australia, the United States, and Scandinavia

How Prior Knowledge, WMC, and Relevance of Information Affect Eye Fixations in Expository Text

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