Agency
National Institute of Health (NIH)
Institute
Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
Type
Research Project (R01)
Project #
5R01HD030988-03
Application #
2203334
Study Section
Special Emphasis Panel (SRC (LD))
Project Start
1993-08-01
Project End
1998-11-30
Budget Start
1995-12-01
Budget End
1996-11-30
Support Year
3
Fiscal Year
1996
Total Cost
Indirect Cost
Name
Florida State University
Department
Psychology
Type
Schools of Arts and Sciences
DUNS #
020520466
City
Tallahassee
State
FL
Country
United States
Zip Code
32306
Lonigan, Christopher J; Purpura, David J; Wilson, Shauna B et al. (2013) Evaluating the components of an emergent literacy intervention for preschool children at risk for reading difficulties. J Exp Child Psychol 114:111-30
Phillips, Beth M; Piasta, Shayne B; Anthony, Jason L et al. (2012) IRTs of the ABCs: children's letter name acquisition. J Sch Psychol 50:461-81
Torgesen, Joseph K; Wagner, Richard K; Rashotte, Carol A et al. (2010) Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia: Outcomes from two instructional approaches. Ann Dyslexia 60:40-56
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Purpura, David J; Lonigan, Christopher J (2009) Conners' Teacher Rating Scale for preschool children: a revised, brief, age-specific measure. J Clin Child Adolesc Psychol 38:263-72
Lonigan, Christopher J; Phillips, Beth M (2009) Reducing Children's Risk for Later Reading Disabilities: The Role of Tier 1 and Tier 2 Instruction in Preschool. Perspect Lang Lit 35:21-26
Conway, Tim; Heilman, Kenneth M; Gopinath, Kaundinya et al. (2008) Neural substrates related to auditory working memory comparisons in dyslexia: an fMRI study. J Int Neuropsychol Soc 14:629-39
McDowell, Kimberly D; Lonigan, Christopher J; Goldstein, Howard (2007) Relations among socioeconomic status, age, and predictors of phonological awareness. J Speech Lang Hear Res 50:1079-92
Torgesen, J K; Alexander, A W; Wagner, R K et al. (2001) Intensive remedial instruction for children with severe reading disabilities: immediate and long-term outcomes from two instructional approaches. J Learn Disabil 34:33-58, 78