Published in Child Dev on October 25, 2011
A longitudinal cluster-randomized controlled study on the accumulating effects of individualized literacy instruction on students' reading from first through third grade. Psychol Sci (2013) 1.40
Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders' vocabulary and reading comprehension outcomes. J Educ Psychol (2014) 0.92
Commentary on two classroom observation systems: moving toward a shared understanding of effective teaching. Sch Psychol Q (2013) 0.80
Children's behavioral regulation and literacy: The impact of the first grade classroom environment. J Sch Psychol (2015) 0.79
Classroom Age Composition and Vocabulary Development Among At-Risk Preschoolers. Early Educ Dev (2014) 0.79
Peer effects on Head Start children's preschool competency. Dev Psychol (2015) 0.75
A Lattice Model of the Development of Reading Comprehension. Child Dev Perspect (2016) 0.75
Implications of different methods for specifying classroom composition of externalizing behavior and its relationship to social-emotional outcomes. Early Child Res Q (2014) 0.75
Head Start at ages 3 and 4 versus Head Start followed by state pre-k: Which is more effective? Educ Eval Policy Anal (2015) 0.75
The early years. Algorithm-guided individualized reading instruction. Science (2007) 4.15
Reading skills in early readers: genetic and shared environmental influences. J Learn Disabil (2006) 3.14
Individualizing student instruction precisely: effects of Child x Instruction interactions on first graders' literacy development. Child Dev (2009) 2.83
Accuracy of the DIBELS oral reading fluency measure for predicting third grade reading comprehension outcomes. J Sch Psychol (2007) 2.39
Floor effects associated with universal screening and their impact on the early identification of reading disabilities. J Learn Disabil (2008) 2.25
Do different types of school mathematics development depend on different constellations of numerical versus general cognitive abilities? Dev Psychol (2010) 1.76
Genetic and Environmental Effects of Serial Naming and Phonological Awareness on Early Reading Outcomes. J Educ Psychol (2006) 1.75
Quality of Language and Literacy Instruction in Preschool Classrooms Serving At-Risk Pupils. Early Child Res Q (2008) 1.63
A longitudinal cluster-randomized controlled study on the accumulating effects of individualized literacy instruction on students' reading from first through third grade. Psychol Sci (2013) 1.40
"Impulsive" youth suicide attempters are not necessarily all that impulsive. J Affect Disord (2007) 1.37
Effects of First-Grade Number Knowledge Tutoring With Contrasting Forms of Practice. J Educ Psychol (2013) 1.37
Genetic influence on literacy constructs in kindergarten and first grade: evidence from a diverse twin sample. Behav Genet (2010) 1.36
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? J Educ Psychol (2008) 1.32
Genetic and environmental influences on the growth of early reading skills. J Child Psychol Psychiatry (2010) 1.30
Reducing the Incidence of Early Reading Difficulties: Professional Development for Classroom Teachers vs. Direct Interventions for Children. Learn Individ Differ (2008) 1.26
Examining the core: relations among reading curricula, poverty, and first through third grade reading achievement. J Sch Psychol (2009) 1.22
Effective Classroom Instruction: Implications of Child Characteristics by Reading Instruction Interactions on First Graders' Word Reading Achievement. J Res Educ Eff (2011) 1.19
Individual growth curve analysis of APOE epsilon 4-associated cognitive decline in Alzheimer disease. Arch Neurol (2005) 1.17
Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic. J Learn Disabil (2011) 1.15
Predicting First Grade Reading Performance from Kindergarten Response to Tier 1 Instruction. Except Child (2011) 1.12
An update on the Florida State Twin Registry. Twin Res Hum Genet (2012) 1.09
Development of oral reading fluency in children with speech or language impairments: a growth curve analysis. J Learn Disabil (2008) 1.08
Heritability across the distribution: an application of quantile regression. Behav Genet (2011) 1.04
Expanding the environment: gene × school-level SES interaction on reading comprehension. J Child Psychol Psychiatry (2013) 1.04
IDENTIFICATION OF READING PROBLEMS IN FIRST GRADE WITHIN A RESPONSE-TO-INTERVENTION FRAMEWORK. Elem Sch J (2011) 0.98
Dialect variation and reading: is change in nonmainstream American English use related to reading achievement in first and second grades? J Speech Lang Hear Res (2011) 0.97
Understanding Inadequate Response to First Grade Multi-Tier Intervention: Nomothetic and Idiographic Perspectives. Learn Disabil Q (2014) 0.96
Exploring how symptoms of attention-deficit/hyperactivity disorder are related to reading and mathematics performance: general genes, general environments. Psychol Sci (2010) 0.96
Exploring how nature and nurture affect the development of reading: an analysis of the Florida Twin Project on reading. Dev Psychol (2013) 0.96
Relations among student attention behaviors, teacher practices, and beginning word reading skill. J Learn Disabil (2011) 0.96
Developmental relations between vocabulary knowledge and reading comprehension: a latent change score modeling study. Child Dev (2014) 0.95
Identifying Children in Middle Childhood Who Are at Risk for Reading Problems. School Psych Rev (2010) 0.94
Long-term cumulative structural priming persists for (at least) one week. Mem Cognit (2011) 0.94
Experimental evaluation of a preschool language curriculum: influence on children's expressive language skills. J Speech Lang Hear Res (2008) 0.93
The impact of teacher responsivity education on preschoolers' language and literacy skills. Am J Speech Lang Pathol (2011) 0.92
A synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties. J Learn Disabil (2011) 0.92
Examination of sex differences in a large sample of young children with autism spectrum disorder and typical development. J Autism Dev Disord (2015) 0.91
The Validity of a Holistically Scored Retell Protocol for Determining the Reading Comprehension of Middle School Students. Learn Disabil Q (2012) 0.89
Rapid serial naming and reading ability: the role of lexical access. Read Writ (2011) 0.88
Effects of Web-Mediated Teacher Professional Development on the Language and Literacy Skills of Children Enrolled in Pre-Kindergarten Programs. NHSA Dialog (2011) 0.88
Naturalistic evaluation of suicidal ideation: variability and relation to attempt status. Behav Res Ther (2005) 0.87
School profiles of at-risk student concentration: differential growth in oral reading fluency. J Sch Psychol (2010) 0.86
Oral Reading Fluency Development for Children with Emotional Disturbance or Learning Disabilities. Except Child (2013) 0.86
High trait self-control predicts positive health behaviors and success in weight loss. J Health Psychol (2011) 0.86
There Is a World Outside of Experimental Designs: Using Twins to Investigate Causation. Assess Eff Interv (2012) 0.84
Validation of a supplemental reading intervention for first-grade children. J Learn Disabil (2010) 0.82
Evidence for Common Etiological Influences on Early Literacy Skills in Kindergarten. Sci Stud Read (2012) 0.81
Longitudinal analysis of receptive vocabulary growth in young Spanish English-speaking children from migrant families. Lang Speech Hear Serv Sch (2014) 0.79
Behavioral genetic approach to the study of dyslexia. J Dev Behav Pediatr (2010) 0.79
Diagnosing attention-deficit hyperactivity disorder in college students: an investigation of the impact of informant ratings on diagnosis and subjective impairment. J Atten Disord (2009) 0.79
Social-emotional functioning of elementary-age deaf children: a profile analysis. Am Ann Deaf (2011) 0.78
Rate of language growth in children with hearing loss in an auditory-verbal early intervention program. Am Ann Deaf (2014) 0.77
Effects of a Tier 2 Supplemental Reading Intervention for At-Risk Fourth Grade Students. Except Child (2012) 0.75
Identifying and Intervening with Beginning Readers Who Are At-Risk for Dyslexia: Advances in Individualized Classroom Instruction. Perspect Lang Lit (2009) 0.75
Application of dyadic data analysis in pediatric psychology: cystic fibrosis health-related quality of life and anxiety in child-caregiver dyads. J Pediatr Psychol (2012) 0.75
The family, neuroscience, and academic skills: An interdisciplinary account of social class gaps in children's test scores. Soc Sci Res (2012) 0.75
III. TESTING FOR QUALITY THRESHOLDS AND FEATURES IN EARLY CARE AND EDUCATION. Monogr Soc Res Child Dev (2016) 0.75
IV. TESTING FOR DOSAGE-OUTCOME ASSOCIATIONS IN EARLY CARE AND EDUCATION. Monogr Soc Res Child Dev (2016) 0.75
II. QUALITY THRESHOLDS, FEATURES, AND DOSAGE IN EARLY CARE AND EDUCATION: METHODS. Monogr Soc Res Child Dev (2016) 0.75