(Q34047357)

30 July 2017

title

Writing fluency and quality in kindergarten and first grade: The role of attention, reading, transcription, and oral language (English)

1 reference

30 July 2017

1 reference

1 reference

4

Stephanie Al Otaiba

1 reference

30 July 2017

2

Jeanne Wanzek

1 reference

30 July 2017

3

Yaacov Petscher

1 reference

30 July 2017

Shawn Kent

1

1 reference

30 July 2017

Young-Suk Kim

series ordinal

5

1 reference

30 July 2017

language of work or name

1 reference

1 August 2014

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30 July 2017

1 reference

30 July 2017

volume

27

1 reference

30 July 2017

issue

7

1 reference

30 July 2017

page(s)

1163-1188

1 reference

https://scigraph.springernature.com/pub.10.1007/s11145-013-9480-1

30 July 2017

exact match

0 references

cites work

Categorical and Dimensional Definitions and Evaluations of Symptoms of ADHD: History of the SNAP and the SWAN Rating Scales

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4133358

Exploring the Amount and Type of Writing Instruction during Language Arts Instruction in Kindergarten Classrooms

28 July 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4133358

Language, literacy, attentional behaviors, and instructional quality predictors of written composition for first graders

28 July 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4133358

Relations between Preschool Attention Span-Persistence and Age 25 Educational Outcomes

28 July 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4133358

Amount of Time in Print Reading in General Education Kindergarten Classrooms: What Does It Look Like for Students At-risk for Reading Difficulties?

28 July 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4133358

Examining the contribution of handwriting and spelling to written expression in kindergarten children

28 July 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4133358

Componential skills of beginning writing: An exploratory study

28 July 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4133358

Modeling the development of written language

28 July 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4133358

Assessment Data-Informed Guidance to Individualize Kindergarten Reading Instruction: Findings from a Cluster-Randomized Control Field Trial

28 July 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4133358

Development of orbitofrontal function: current themes and future directions

28 July 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4133358

School readiness. Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry

28 July 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4133358

Relationship of finger function to beginning writing: application to diagnosis of writing disabilities

28 July 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4133358

Writing and reading: connections between language by hand and language by eye.

28 July 2018

1 reference

https://api.crossref.org/works/10.1007%2FS11145-013-9480-1

Early development of language by hand: composing, reading, listening, and speaking connections; three letter-writing modes; and fast mapping in spelling.

21 January 2018

1 reference

https://api.crossref.org/works/10.1007%2FS11145-013-9480-1

Longitudinal Twin Study of Early Literacy Development: Preschool and Kindergarten Phases

21 January 2018

1 reference

https://api.crossref.org/works/10.1007%2FS11145-013-9480-1

Effects of prior attention training on child dyslexics' response to composition instruction.

21 January 2018

1 reference

https://api.crossref.org/works/10.1007%2FS11145-013-9480-1

School readiness and later achievement.

21 January 2018

1 reference

https://api.crossref.org/works/10.1007%2FS11145-013-9480-1

Executive functions in elementary school children with and without problems in written expression.

21 January 2018

1 reference

https://api.crossref.org/works/10.1007%2FS11145-013-9480-1

Technical features of curriculum-based measures for beginning writers.

21 January 2018

1 reference

https://api.crossref.org/works/10.1007%2FS11145-013-9480-1

Relations among student attention behaviors, teacher practices, and beginning word reading skill

21 January 2018

1 reference

https://api.crossref.org/works/10.1007%2FS11145-013-9480-1

Oral language and code-related precursors to reading: evidence from a longitudinal structural model.

21 January 2018

1 reference

https://api.crossref.org/works/10.1007%2FS11145-013-9480-1

Evaluating the dimensionality of first-grade written composition

21 January 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4133358

A comparison of the cognitive deficits in reading disability and attention-deficit/hyperactivity disorder.

28 October 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4133358

10.1007/S11145-013-9480-1

28 October 2018

Identifiers

DOI

1 reference

30 July 2017

1 reference

30 July 2017

1 reference