about
Effects of Small-Group Tutoring with and without Validated Classroom Instruction on At-Risk Students' Math Problem Solving: Are Two Tiers of Prevention Better Than One?Genetic and environmental influences on the growth of early reading skills.Behavioral genetic approach to the study of dyslexia.Examining transactional influences between reading achievement and antisocially-behaving friendsApplication of dyadic data analysis in pediatric psychology: cystic fibrosis health-related quality of life and anxiety in child-caregiver dyads.Do different types of school mathematics development depend on different constellations of numerical versus general cognitive abilities?Relationship of rapid automatized naming and phonological awareness in early reading development: implications for the double-deficit hypothesis.Effects of First-Grade Number Knowledge Tutoring With Contrasting Forms of Practice.Understanding Inadequate Response to First Grade Multi-Tier Intervention: Nomothetic and Idiographic Perspectives.Parent-implemented social intervention for toddlers with autism: an RCT.The early years. Algorithm-guided individualized reading instruction.To Wait in Tier 1 or Intervene Immediately: A Randomized Experiment Examining First Grade Response to Intervention (RTI) in Reading.Validation of a supplemental reading intervention for first-grade children.Identifying Children in Middle Childhood Who Are at Risk for Reading ProblemsIdentifying and Intervening with Beginning Readers Who Are At-Risk for Dyslexia: Advances in Individualized Classroom Instruction.Floor effects associated with universal screening and their impact on the early identification of reading disabilities.Examination of sex differences in a large sample of young children with autism spectrum disorder and typical development.Applying a Multiple Group Causal Indicator Modeling Framework to the Reading Comprehension Skills of Third, Seventh, and Tenth Grade Students.IDENTIFICATION OF READING PROBLEMS IN FIRST GRADE WITHIN A RESPONSE-TO-INTERVENTION FRAMEWORK.Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic.The importance of measuring growth in response to intervention models: Testing a core assumptionMisunderstood statistical assumptions undermine criticism of the National Early Literacy Panel's ReportRelations among student attention behaviors, teacher practices, and beginning word reading skill.Examining the Underlying Dimensions of Morphological Awareness and Vocabulary Knowledge.Examining the Relationships of Component Reading Skills to Reading Comprehension in Struggling Adult Readers: A Meta-Analysis.Using our current understanding of dyslexia to support early identification and intervention.Effects of a Tier 2 Supplemental Reading Intervention for At-Risk Fourth Grade Students.A Dominance Analysis Approach to Determining Predictor Importance in Third, Seventh, and Tenth Grade Reading Comprehension Skills.A Quantile Regression Approach to Understanding the Relations Among Morphological Awareness, Vocabulary, and Reading Comprehension in Adult Basic Education StudentsHigh trait self-control predicts positive health behaviors and success in weight lossEvidence for Common Etiological Influences on Early Literacy Skills in Kindergarten.Genetic influence on literacy constructs in kindergarten and first grade: evidence from a diverse twin sampleA longitudinal cluster-randomized controlled study on the accumulating effects of individualized literacy instruction on students' reading from first through third grade.Modeling the Relations Among Morphological Awareness Dimensions, Vocabulary Knowledge, and Reading Comprehension in Adult Basic Education StudentsInvestigating Predictors of Listening Comprehension in Third-, Seventh-, and Tenth-Grade Students: A Dominance Analysis ApproachAn update on the Florida State Twin Registry.There Is a World Outside of Experimental Designs: Using Twins to Investigate Causation.Exploring how symptoms of attention-deficit/hyperactivity disorder are related to reading and mathematics performance: general genes, general environmentsProfessional development to differentiate kindergarten Tier 1 instruction: Can already effective teachers improve student outcomes by differentiating Tier 1 instruction?Reading skills in early readers: genetic and shared environmental influences.
P50
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P50
name
Christopher Schatschneider
@en
Christopher Schatschneider
@nl
type
label
Christopher Schatschneider
@en
Christopher Schatschneider
@nl
prefLabel
Christopher Schatschneider
@en
Christopher Schatschneider
@nl