Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic.
about
Cognitive Attributes, Attention, and Self-Efficacy of Adequate and Inadequate Responders in a Fourth Grade Reading InterventionPatterns of cognitive strengths and weaknesses: Identification rates, agreement, and validity for learning disabilities identificationAnnual research review: the nature and classification of reading disorders--a commentary on proposals for DSM-5.AGREEMENT AND COVERAGE OF INDICATORS OF RESPONSE TO INTERVENTION: A MULTI-METHOD COMPARISON AND SIMULATIONIncorporating RTI in a Hybrid Model of Reading Disability.Patterns and Predictors of Language and Literacy Abilities 4-10 Years in the Longitudinal Study of Australian Children.A latent profile analysis of math achievement, numerosity, and math anxiety in twins.Introduction to the Special Issue: Advancing the State-of-the-Science in Reading Research through Modeling.Gender Differences in Reading Impairment and in the Identification of Impaired Readers: Results From a Large-Scale Study of At-Risk Readers.Neuropsychological Profiles of Written Expression Learning Disabilities Determined by Concordance-Discordance Model Criteria.Longitudinal stability of pre-reading skill profiles of kindergarten children: implications for early screening and theories of reading.Psychosocial and Adaptive Deficits Associated With Learning Disability Subtypes.Using Simulations to Investigate the Longitudinal Stability of Alternative Schemes for Classifying and Identifying Children with Reading Disabilities.Rethinking ADHD and LD in DSM-5: proposed changes in diagnostic criteria.Cognitive Strategies, Working Memory, and Growth in Word Problem Solving in Children With Math Difficulties.Early response-to-intervention measures and criteria as predictors of reading disability in the beginning of third grade.Agreement Among Traditional and RTI-based Definitions of Reading-Related Learning Disability with Preschool Children.Late-Emerging and Resolving Dyslexia: A Follow-Up Study from Age 3 to 14.Inhibition, Updating Working Memory, and Shifting Predict Reading Disability Symptoms in a Hybrid Model: Project KIDS.
P2860
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P2860
Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic.
description
2011 nî lūn-bûn
@nan
2011年の論文
@ja
2011年論文
@yue
2011年論文
@zh-hant
2011年論文
@zh-hk
2011年論文
@zh-mo
2011年論文
@zh-tw
2011年论文
@wuu
2011年论文
@zh
2011年论文
@zh-cn
name
Examining agreement and longit ...... ed-status agreement statistic.
@ast
Examining agreement and longit ...... ed-status agreement statistic.
@en
type
label
Examining agreement and longit ...... ed-status agreement statistic.
@ast
Examining agreement and longit ...... ed-status agreement statistic.
@en
prefLabel
Examining agreement and longit ...... ed-status agreement statistic.
@ast
Examining agreement and longit ...... ed-status agreement statistic.
@en
P2093
P2860
P356
P1476
Examining agreement and longit ...... ed-status agreement statistic.
@en
P2093
Jessica S Brown Waesche
Jon K Maner
Richard K Wagner
Yusra Ahmed
P2860
P304
P356
10.1177/0022219410392048
P577
2011-01-20T00:00:00Z