about
Genetic covariation underlying reading, language and related measures in a sample selected for specific language impairment.Quantile regression in the study of developmental sciences.Why children differ in motivation to learn: Insights from over 13,000 twins from 6 countries.Rapid serial naming and reading ability: the role of lexical access.Professional Development for Early Childhood Educators: Efforts to Improve Math and Science Learning Opportunities in Early Childhood Classrooms.Math fluency is etiologically distinct from untimed math performance, decoding fluency, and untimed reading performance: evidence from a twin studyA latent profile analysis of math achievement, numerosity, and math anxiety in twins.Designing Caregiver-Implemented Shared-Reading Interventions to Overcome Implementation BarriersReading development in young children: genetic and environmental influencesImpact of prematurity on language skills at school age.Association Between Television Viewing and Parent-Child Reading in the Early Home Environment.Longitudinal Impacts of Print-Focused Read-Alouds for Children With Language Impairment.School readiness of children with language impairment: predicting literacy skills from pre-literacy and social-behavioural dimensions.Establishing Language Benchmarks for Children With Typically Developing Language and Children With Language Impairment.Empirically Based Profiles of the Early Literacy Skills of Children With Language Impairment in Early Childhood Special Education.Child language and parent discipline mediate the relation between family income and false belief understanding.Predictors of Language Gains Among School-Age Children With Language Impairment in the Public Schools.Why do early mathematics skills predict later reading? The role of mathematical language.Intensity of language treatment: contribution to children's language outcomes.Comparing Children with ASD and Their Peers' Growth in Print Knowledge.SKIPing With Head Start Teachers: Influence of T-SKIP on Object-Control Skills.Algorithm-Driven Dosage Decisions (AD3): Optimizing Treatment for Children With Language Impairment.Using Hierarchical Linear Modeling to Examine How Individual SLPs Differentially Contribute to Children's Language and Literacy Gains in Public Schools.The nonlinear relations of the approximate number system and mathematical language to early mathematics development.Peer effects in early childhood education: testing the assumptions of special-education inclusion.Quality of language intervention provided to primary-grade students with language impairment.Integration of literacy into speech-language therapy: a descriptive analysis of treatment practices.Decoding skills in children with language impairment: contributions of phonological processing and classroom experiences.It depends: conditional correlation between frequency of storybook reading and emergent literacy skills in children with language impairmentsModeling the Nature of Grammar and Vocabulary Trajectories From Prekindergarten to Third GradeIncreasing Caregivers' Adherence to an Early-Literacy Intervention Improves the Print Knowledge of Children with Language Impairment
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description
researcher
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wetenschapper
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հետազոտող
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name
Jessica R Logan
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Jessica R Logan
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Jessica R Logan
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Jessica R Logan
@nl
type
label
Jessica R Logan
@ast
Jessica R Logan
@en
Jessica R Logan
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Jessica R Logan
@nl
prefLabel
Jessica R Logan
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Jessica R Logan
@en
Jessica R Logan
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Jessica R Logan
@nl
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P1153
30967657300
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0000-0003-3113-4346