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Reading Prosody Unpacked: A Longitudinal Investigation of Its Dimensionality and Relation With Word Reading and Listening Comprehension for Children in Primary Grades

Journal of educational psychology, 2021-04, Vol.113 (3), p.423-445

2021

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What explains the correlation between growth in vocabulary and grammar? New evidence from latent change score analyses of simultaneous bilingual development

Developmental science, 2018-03, Vol.21 (2), p.n/a

2018

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Developmental Relations Between Vocabulary Knowledge and Reading Comprehension: A Latent Change Score Modeling Study

Child development, 2015-01, Vol.86 (1), p.159-175

2015

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Using Meta-analytic Structural Equation Modeling to Study Developmental Change in Relations Between Language and Literacy

Child development, 2018-11, Vol.89 (6), p.1956-1969

2018

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Specific Reading Comprehension Disability: Major Problem, Myth, or Misnomer?

Learning disabilities research and practice, 2014-02, Vol.29 (1), p.3-9

2014

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Differential identification of females and males with reading difficulties: A meta-analysis

Reading & writing, 2018-05, Vol.31 (5), p.1039-1061

Quinn, Jamie M.

2018

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The Home Math Environment and Math Achievement: A Meta-Analysis

Psychological bulletin, 2021-06, Vol.147 (6), p.565-596

2021

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What is Text Reading Fluency and Is It a Predictor or an Outcome of Reading Comprehension? A Longitudinal Investigation

Developmental psychology, 2021-05, Vol.57 (5), p.718-732

2021

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Relations Between Spatial Skills and Math Performance in Elementary School Children: A Longitudinal Investigation

Developmental psychology, 2019-03, Vol.55 (3), p.637-652

2019

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Gender Differences in Reading Impairment and in the Identification of Impaired Readers: Results From a Large-Scale Study of At-Risk Readers

Journal of learning disabilities, 2015-07, Vol.48 (4), p.433-445

2015

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Differential Codevelopment of Vocabulary Knowledge and Reading Comprehension for Students With and Without Learning Disabilities

Journal of educational psychology, 2020-04, Vol.112 (3), p.608-627

2020

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Peer Effects on Vocabulary Knowledge: A Linear Quantile Mixed-Modeling Approach

Education sciences, 2018-12, Vol.8 (4), p.181

2018

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Adverse childhood experiences and coping strategies: identifying pathways to resiliency in adulthood

Anxiety, stress, and coping, 2019-09, Vol.32 (5), p.594-609

2019

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Modeling the Co-Development of Correlated Processes With Longitudinal and Cross-Construct Effects

Developmental psychology, 2016-11, Vol.52 (11), p.1690-1704

2016

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How do latent decoding and language predict latent reading comprehension: across two years in grades 5, 7, and 9?

Reading & writing, 2020-11, Vol.33 (9), p.2281-2309

2020

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Exploring the Co-Development of Reading Fluency and Reading Comprehension: A Twin Study

Child development, 2017-05, Vol.88 (3), p.934-945

2017

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Differential Co-Development of Vocabulary Knowledge and Reading Comprehension for Students with and without Learning Disabilities

Journal of educational psychology, 2020-04, Vol.112 (3), p.608-627

2020

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Developmental relations between facets of morphological awareness in Chinese: a latent change score modeling study

Applied psycholinguistics, 2022-03, Vol.43 (2), p.435-462

2022

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Examining the Effects of Afterschool Reading Interventions for Upper Elementary Struggling Readers

Remedial and special education, 2018-05, Vol.39 (3), p.131-143

2018

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Assessing the direct and indirect effects of metalinguistic awareness to the reading comprehension skills of struggling adult readers

Reading & writing, 2019-03, Vol.32 (3), p.787-818

2019

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Establishing a Reading Mindset Measure: A Validation Study

Assessment for effective intervention, 2021-09, Vol.46 (4), p.281-291

2021

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Incorporating RTI in a Hybrid Model of Reading Disability

Learning disability quarterly, 2014-08, Vol.37 (3), p.161-171

2014

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Reconsidering the Simple View of Reading in an Intriguing Case of Equivalent Models: Commentary on Tunmer and Chapman (2012)

Journal of learning disabilities, 2015-03, Vol.48 (2), p.115-119

2015

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Correction to: Assessing the direct and indirect effects of metalinguistic awareness to the reading comprehension skills of struggling adult readers

Reading & writing, 2020-05, Vol.33 (5), p.1375-1376

2020

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What Is Text Reading Fluency and Is It a Predictor or an Outcome of Reading Comprehension? A Longitudinal Investigation

Developmental psychology, 2021-05, Vol.57 (5), p.718

2021

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Reading Prosody Unpacked: A Longitudinal Investigation of Its Dimensionality and Relation With Word Reading and Listening Comprehension for Children in Primary Grades

What explains the correlation between growth in vocabulary and grammar? New evidence from latent change score analyses of simultaneous bilingual development

Developmental Relations Between Vocabulary Knowledge and Reading Comprehension: A Latent Change Score Modeling Study

Using Meta-analytic Structural Equation Modeling to Study Developmental Change in Relations Between Language and Literacy

Specific Reading Comprehension Disability: Major Problem, Myth, or Misnomer?

Differential identification of females and males with reading difficulties: A meta-analysis

The Home Math Environment and Math Achievement: A Meta-Analysis

What is Text Reading Fluency and Is It a Predictor or an Outcome of Reading Comprehension? A Longitudinal Investigation

Relations Between Spatial Skills and Math Performance in Elementary School Children: A Longitudinal Investigation

Gender Differences in Reading Impairment and in the Identification of Impaired Readers: Results From a Large-Scale Study of At-Risk Readers

Differential Codevelopment of Vocabulary Knowledge and Reading Comprehension for Students With and Without Learning Disabilities

Peer Effects on Vocabulary Knowledge: A Linear Quantile Mixed-Modeling Approach

Adverse childhood experiences and coping strategies: identifying pathways to resiliency in adulthood

Modeling the Co-Development of Correlated Processes With Longitudinal and Cross-Construct Effects

How do latent decoding and language predict latent reading comprehension: across two years in grades 5, 7, and 9?

Exploring the Co-Development of Reading Fluency and Reading Comprehension: A Twin Study

Differential Co-Development of Vocabulary Knowledge and Reading Comprehension for Students with and without Learning Disabilities

Developmental relations between facets of morphological awareness in Chinese: a latent change score modeling study

Examining the Effects of Afterschool Reading Interventions for Upper Elementary Struggling Readers

Assessing the direct and indirect effects of metalinguistic awareness to the reading comprehension skills of struggling adult readers

Establishing a Reading Mindset Measure: A Validation Study

Incorporating RTI in a Hybrid Model of Reading Disability

Reconsidering the Simple View of Reading in an Intriguing Case of Equivalent Models: Commentary on Tunmer and Chapman (2012)

Correction to: Assessing the direct and indirect effects of metalinguistic awareness to the reading comprehension skills of struggling adult readers

What Is Text Reading Fluency and Is It a Predictor or an Outcome of Reading Comprehension? A Longitudinal Investigation

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