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Patael, Smadar Z; Farris, Emily A; Black, Jessica M et al. (2018) Brain basis of cognitive resilience: Prefrontal cortex predicts better reading comprehension in relation to decoding. PLoS One 13:e0198791
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Kim, Young-Suk Grace; Vorstius, Christian; Radach, Ralph (2018) Does Online Comprehension Monitoring Make a Unique Contribution to Reading Comprehension in Beginning Readers? Evidence from Eye Movements. Sci Stud Read 22:367-383
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McLean, Leigh; Connor, Carol McDonald (2018) Relations between third grade teachers' depressive symptoms and their feedback to students, with implications for student mathematics achievement. Sch Psychol Q 33:272-282
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Kim, Young-Suk Grace; Gatlin, Brandy; Al Otaiba, Stephanie et al. (2018) Theorization and an Empirical Investigation of the Component-Based and Developmental Text Writing Fluency Construct. J Learn Disabil 51:320-335
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Kim, Young-Suk Grace; Petscher, Yaacov; Wanzek, Jeanne et al. (2018) Relations between Reading and Writing: A Longitudinal Examination from Grades 3 to 6. Read Writ 31:1591-1618
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Erbeli, Florina; Hart, Sara A; Wagner, Richard K et al. (2018) Examining the Etiology of Reading Disability as Conceptualized by the Hybrid Model. Sci Stud Read 22:167-180
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Erbeli, Florina; Hart, Sara A; Taylor, Jeanette (2018) Longitudinal Associations Among Reading-Related Skills and Reading Comprehension: A Twin Study. Child Dev 89:e480-e493
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Connor, Carol McDonald; Mazzocco, Michèle M M; Kurz, Terri et al. (2018) Using assessment to individualize early mathematics instruction. J Sch Psychol 66:97-113
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Spencer, Mercedes; Wagner, Richard K (2018) The Comprehension Problems of Children with Poor Reading Comprehension despite Adequate Decoding: A Meta-Analysis. Rev Educ Res 88:366-400
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