Abstract

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.

  Funding Agency

Agency
National Institute of Health (NIH)
Institute
Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
Type
Specialized Center (P50)
Project #
2P50HD052120-06
Application #
8280889
Study Section
Special Emphasis Panel (ZHD1-DSR-H (53))
Project Start
Project End
Budget Start
2012-01-01
Budget End
2012-12-31
Support Year
6
Fiscal Year
2012
Total Cost
$118,160
Indirect Cost
$34,345

  Institution

Name
Florida State University
Department
Type
DUNS #
790877419
City
Tallahassee
State
FL
Country
United States
Zip Code
32306

  Publications

Wood, Sarah G; Moxley, Jerad H; Tighe, Elizabeth L et al. (2018) Does Use of Text-to-Speech and Related Read-Aloud Tools Improve Reading Comprehension for Students With Reading Disabilities? A Meta-Analysis. J Learn Disabil 51:73-84
Malins, Jeffrey G; Pugh, Kenneth R; Buis, Bonnie et al. (2018) Individual Differences in Reading Skill Are Related to Trial-by-Trial Neural Activation Variability in the Reading Network. J Neurosci 38:2981-2989
Quinn, Jamie M; Wagner, Richard K (2018) Using Meta-analytic Structural Equation Modeling to Study Developmental Change in Relations Between Language and Literacy. Child Dev 89:1956-1969
Erbeli, Florina; Hart, Sara A; Taylor, Jeanette (2018) Genetic and Environmental Influences on Achievement Outcomes Based on Family History of Learning Disabilities Status. J Learn Disabil :22219418775116
Sparapani, Nicole; Connor, Carol McDonald; McLean, Leigh et al. (2018) Direct and Reciprocal Effects among Social Skills, Vocabulary, and Reading Comprehension in First Grade. Contemp Educ Psychol 53:159-167
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
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
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
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
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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