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

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
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
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
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
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
Hoff, Erika; Quinn, Jamie M; Giguere, David (2018) What explains the correlation between growth in vocabulary and grammar? New evidence from latent change score analyses of simultaneous bilingual development. Dev Sci 21:

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