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Early Intervention for Children at Risk for Reading Disabilities: The Impact of Grade at Intervention and Individual Differences on Intervention Outcomes

Journal of educational psychology, 2017-10, Vol.109 (7), p.889-914

2017

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Resting-state functional connectivity and reading subskills in children

NeuroImage (Orlando, Fla.), 2021-11, Vol.243, p.118529-118529, Article 118529

2021

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Effective Intervention for Adolescents With Reading Disabilities: Combining Reading and Motivational Remediation to Improve Outcomes

Journal of educational psychology, 2021-05, Vol.113 (4), p.656-689

2021

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Genome‐wide association study of word reading: Overlap with risk genes for neurodevelopmental disorders

Genes, brain and behavior, 2020-07, Vol.19 (6), p.e12648-n/a

2020

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Empowering Schools to Implement Effective Research-Based Reading Remediation Delivers Long-Lasting Improvements to Children's Reading Trajectories

Journal of learning disabilities, 2024-11, Vol.57 (6), p.350

2024

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How You Read Affects What You Gain: Individual Differences in the Functional Organization of the Reading System Predict Intervention Gains in Children With Reading Disabilities

Journal of educational psychology, 2022-05, Vol.114 (4), p.855-869

2022

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Working Toward a More Literate World: Reading Intervention Commentary

New directions for child and adolescent development, 2017-03, Vol.2017 (155), p.131-141

Lovett, Maureen W.

2017

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Identification of brain cell types underlying genetic association with word reading and correlated traits

Molecular psychiatry, 2023-04, Vol.28 (4), p.1719-1730

2023

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White matter correlates of reading subskills in children with and without reading disability

Brain and language, 2023-06, Vol.241, p.105270-105270, Article 105270

2023

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Language Difficulties in School-Age Children With Developmental Dyslexia

Journal of learning disabilities, 2022-05, Vol.55 (3), p.200-212

2022

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Executive Functions Contribute Uniquely to Reading Competence in Minority Youth

Journal of learning disabilities, 2017-07, Vol.50 (4), p.422-433

2017

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Multivariate genome-wide association study of rapid automatised naming and rapid alternating stimulus in Hispanic American and African–American youth

Journal of medical genetics, 2019-08, Vol.56 (8), p.557-566

2019

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The Relationship among Receptive and Expressive Vocabulary, Listening Comprehension, Pre-Reading Skills, Word Identification Skills, and Reading Comprehension by Children with Reading Disabilities

Journal of speech, language, and hearing research, 2007-08, Vol.50 (4), p.1093-1109

2007

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Multiple-Component Remediation for Developmental Reading Disabilities: IQ, Socioeconomic Status, and Race as Factors in Remedial Outcome

Journal of learning disabilities, 2012-03, Vol.45 (2), p.99-127

2012

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Combined Modality Intervention for ADHD With Comorbid Reading Disorders: A Proof of Concept Study

Journal of learning disabilities, 2018-01, Vol.51 (1), p.55-72

2018

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Phonological awareness mediates the relationship between DCDC2 and reading performance with home environment

NPJ science of learning, 2024-05, Vol.9 (1), p.36-36, Article 36

2024

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Effect of READ1 on latent profiles of reading disorder and comorbid attention and language impairment subtypes

Child neuropsychology, 2020-02, Vol.26 (2), p.145-169

2020

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Exploring Differential Effects across Two Decoding Treatments on Item-Level Transfer in Children with Significant Word Reading Difficulties: A New Approach for Testing Intervention Elements

Scientific studies of reading, 2016-01, Vol.20 (4), p.283-295

2016

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Evaluating the Efficacy of Remediation for Struggling Readers in High School

Journal of learning disabilities, 2012-03, Vol.45 (2), p.151-169

2012

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A Taxometric Investigation of Developmental Dyslexia Subtypes

Dyslexia (Chichester, England), 2012-02, Vol.18 (1), p.16-39

2012

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Reflections from Teaching Basic Adult Literacy

Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy, 2021-06, p.37-42

2021

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Reading-Related Causal Attributions for Success and Failure: Dynamic Links With Reading Skill

Reading research quarterly, 2018-01, Vol.53 (1), p.127-148

2018

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The Varieties of Pathways to Dysfluent Reading: Comparing Subtypes of Children With Dyslexia at Letter, Word, and Connected Text Levels of Reading

Journal of learning disabilities, 2008-01, Vol.41 (1), p.47-66

2008

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Literacy promotion by health care professionals: A comprehensive biomedical and psychosocial approach

Paediatrics & child health, 2018-02, Vol.23 (1), p.6-11

2018

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Early Intervention for Children at Risk for Reading Disabilities: The Impact of Grade at Intervention and Individual Differences on Intervention Outcomes

Resting-state functional connectivity and reading subskills in children

Effective Intervention for Adolescents With Reading Disabilities: Combining Reading and Motivational Remediation to Improve Outcomes

Genome‐wide association study of word reading: Overlap with risk genes for neurodevelopmental disorders

Empowering Schools to Implement Effective Research-Based Reading Remediation Delivers Long-Lasting Improvements to Children's Reading Trajectories

How You Read Affects What You Gain: Individual Differences in the Functional Organization of the Reading System Predict Intervention Gains in Children With Reading Disabilities

Working Toward a More Literate World: Reading Intervention Commentary

Identification of brain cell types underlying genetic association with word reading and correlated traits

White matter correlates of reading subskills in children with and without reading disability

Language Difficulties in School-Age Children With Developmental Dyslexia

Executive Functions Contribute Uniquely to Reading Competence in Minority Youth

Multivariate genome-wide association study of rapid automatised naming and rapid alternating stimulus in Hispanic American and African–American youth

The Relationship among Receptive and Expressive Vocabulary, Listening Comprehension, Pre-Reading Skills, Word Identification Skills, and Reading Comprehension by Children with Reading Disabilities

Multiple-Component Remediation for Developmental Reading Disabilities: IQ, Socioeconomic Status, and Race as Factors in Remedial Outcome

Language and reading impairments are associated with increased prevalence of non‐right‐handedness

Combined Modality Intervention for ADHD With Comorbid Reading Disorders: A Proof of Concept Study

Phonological awareness mediates the relationship between DCDC2 and reading performance with home environment

Effect of READ1 on latent profiles of reading disorder and comorbid attention and language impairment subtypes

Exploring Differential Effects across Two Decoding Treatments on Item-Level Transfer in Children with Significant Word Reading Difficulties: A New Approach for Testing Intervention Elements

Evaluating the Efficacy of Remediation for Struggling Readers in High School

A Taxometric Investigation of Developmental Dyslexia Subtypes

Reflections from Teaching Basic Adult Literacy

Reading-Related Causal Attributions for Success and Failure: Dynamic Links With Reading Skill

The Varieties of Pathways to Dysfluent Reading: Comparing Subtypes of Children With Dyslexia at Letter, Word, and Connected Text Levels of Reading

Literacy promotion by health care professionals: A comprehensive biomedical and psychosocial approach

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