The overall Program Project proposes to make the archive data stored at the Florida Center for Reading Research (FCRR-DW) available to the Principal Investigators for the projects. The specific objectives of Core D are to (a) query student, classroom, school, and district level data for Principal Investigators, and (b) ensure the accuracy and confidentiality of the archive data. All investigators from the projects will be able to meet with the Project Director to discuss the research questions and determine the extent to which the data available in the FCRR-DW will meet their needs.

National Institute of Health (NIH)
Specialized Center (P50)
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Special Emphasis Panel (ZHD1)
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Florida State University
United States
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Quinn, Jamie M; Wagner, Richard K (2015) Gender Differences in Reading Impairment and in the Identification of Impaired Readers: Results From a Large-Scale Study of At-Risk Readers. J Learn Disabil 48:433-45
Quinn, Jamie M; Wagner, Richard K; Petscher, Yaacov et al. (2015) Developmental relations between vocabulary knowledge and reading comprehension: a latent change score modeling study. Child Dev 86:159-75
Wagner, Richard K; Herrera, Sarah K; Spencer, Mercedes et al. (2015) Reconsidering the simple view of reading in an intriguing case of equivalent models: commentary on Tunmer and Chapman (2012). J Learn Disabil 48:115-9
Taylor, Jeanette; Hart, Sara A (2014) A Chaotic Home Environment Accounts for the Association between Respect for Rules Disposition and Reading Comprehension: A Twin Study. Learn Individ Differ 35:70-77
Puranik, Cynthia S; Al Otaiba, Stephanie; Sidler, Jessica Folsom et al. (2014) Exploring the Amount and Type of Writing Instruction during Language Arts Instruction in Kindergarten Classrooms. Read Writ 27:213-236
Kim, Young-Suk; Al Otaiba, Stephanie; Puranik, Cynthia et al. (2014) The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners. Read Writ 27:237-253
Spencer, Mercedes; Wagner, Richard K; Schatschneider, Christopher et al. (2014) Incorporating RTI in a Hybrid Model of Reading Disability. Learn Disabil Q 37:161-171
Connor, Carol McDonald; Spencer, Mercedes; Day, Stephanie L et al. (2014) 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 106:762-778
Al Otaiba, Stephanie; Wagner, Richard K; Miller, Brett (2014) "Waiting to Fail" Redux: Understanding Inadequate Response to Intervention. Learn Disabil Q 37:129-133
Wanzek, Jeanne; Roberts, Greg; Al Otaiba, Stephanie et al. (2014) The Relationship of Print Reading in Tier I Instruction and Reading Achievement for Kindergarten Students At-Risk for Reading Difficulties. Learn Disabil Q 37:148-160

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