Displaying results 1 - 17 of 17 (Go to Advanced Search)
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Description: The study generated new data by assessing 140 South African primary school children three times from 2019 to 2021.
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Description: Project KIDS aimed to rigorously combine data from several independent RCTs to explore individual differences in response to intervention, focused on cognitive, behavioral, contextual, and family history correlates of intervention response.
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Description: This was a longitudinal study that began in 2013 with 1st and 2nd grade children. These children attended school in the SE. Any child whose parents consented were included. Children were tested each fall for the following 3 years except for the first cohort who were not tested after 4th grade.
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Description: Science of reading experts have called for increased attention on oral academic language. Specifically, interventions need to integrate multiple dimensions of academic language—word-, sentence-, and discourse-level patterns—to impact listening comprehension.
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Description: This project contains the data related to the study "Methodological Decisions and their impacts on the perceived relations between school funding and educational achievement".
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Description: The Efficacy of the Core Knowledge Language Arts Read-Aloud Program in Kindergarten through First Grade Classrooms Study is a multisite cluster randomized control trial of the Core Knowledge Language Arts Read-Aloud Program and its effects on: growth in vocabulary, listening comprehension, and domain knowledge skills from kindergarten through fi
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Description: The National Project on Achievement in Twins (NatPAT) is funded by the National Institutes of Health (grant number HD052120).
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Description: The data within this project comprise a four year longitudinal study assessing various aspects of literacy including decoding, fluency, vocabulary, reading comprehension, listening comprehension, working memory and writing. Participants were tested on all measures once a year, approximately one year apart.
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Description: In this study, we examined if data analytics gleaned from an online literacy application could inform teachers of student reading progress above and beyond their progress monitoring scores. Participants were all K-1 students in one elementary school in a southeastern state.
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Description: Word knowledge is critical for speaking, reading and writing, yet a substantial proportion of children with language impairment demonstrate poor word learning and consequently poor vocabulary. Because vocabulary has a causal relationship with reading comprehension, this presents a significant national health concern.
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Description: The Western Reserve Reading and Math Project (WRRMP) is a NIH funded longitudinal study on child development. The project has collected data annually for 15 years, with data on approximately 450 twin pairs collected during this time. The project has had several focal points throughout its history.
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Description: The primary purpose of the current study was to: (a) observe school-based reading interventions that aim to improve reading outcomes of upper elementary grade students with word reading difficulties or dyslexia, and (b) gain insight into feasibility and acceptability of reading interventions as reported by teachers responsible for intervention i
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Description: This study examined longitudinal outcomes of late-talking toddlers. Specifically, we included toddlers who participated in the Vocabulary Acquisition and Usage for Late Talkers (VAULT) treatment protocol.
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Description: The purpose of this scoping review to provide a rigorous – and accessible – overview of the research base for universal behavior screening instruments to facilitate educators’ decision-making process when selecting a systematic screening tool for the students they serve and identify areas of further refinement for the research community.
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Description: This project was funded by the NIH through the P50 Florida Learning Disabilities Research Center. More information about the project can be read in this publication about the project:
Taylor, J., Martinez, K., & Hart, S.A. (2019). The Florida State Twin Registry. Twin Research and Human Genetics, 22(6), 728-730.
Project
Description: The purpose of this efficacy study is to assess whether equation-solving instruction, conducted within the context of word-problem tutoring, leads to improved word-problem solving outcomes. Word-problem proficiency is necessary to demonstrate successful mathematics performance.
