# positions[].organizations[].parent[].label
College of Education and Human Development

# keywords[]
Texas English Language Proficiency Assessment System

# keywords[]
Primary Speech And Language Delays/disorders

# keywords[]
Attention Deficit Disorder With Hyperactivity

# keywords[]
Attention Deficit Disorder With Hyperactivity

# keywords[]
Attention Deficit Disorder With Hyperactivity

# keywords[]
5204 Cognitive And Computational Psychology

# keywords[]
5201 Applied And Developmental Psychology

# keywords[]
Procedural And Declarative Knowledge In Writing

# keywords[]
5204 Cognitive And Computational Psychology

# keywords[]
5201 Applied And Developmental Psychology

# educationAndTraining[].organization.label
University of South Carolina - (Columbia, South Carolina, United States)

# educationAndTraining[].field
Reading Education, Psychology, and Educational Psychology

# awardsAndHonors[].label
Association of Former Students University-Level Distinguished Achievement Award, The

# publications[].label
The roles of handwriting and keyboarding in writing: a meta-analytic review

# publications[].label
INFLUENCE OF L1 ORTHOGRAPHY ON SPELLING ENGLISH WORDS BY BILINGUAL CHILDREN: A NATURAL EXPERIMENT COMPARING SYLLABIC, PHONOLOGICAL, AND MORPHOSYLLABIC FIRST LANGUAGES

# publications[].label
Diagnosis and treatment of reading disabilities based on the component model of reading: an alternative to the discrepancy model of LD.

# publications[].label
The "GIST" of the reading comprehension problem in grades 4 and 5.

# publications[].label
Core Strategies to Support English Language Learners

# publications[].label
Using Spelling Error Analyses to Examine Individual Differences in German Students From Diverse Linguistic Backgrounds: A Latent Class Approach.

# publications[].label
Introduction to Special Issue: Spelling and Morphology in Different Orthographies among Readers with and without Dyslexia.

# publications[].label
THE COMPONENT MODEL OF READING: SIMPLE VIEW OF READING MADE A LITTLE MORE COMPLEX

# publications[].label
Core Strategies to Support English Language Learners

# publications[].label
Is fluency an independent component of reading?

# publications[].label
The relationship between autism traits and listening comprehension among Chinese preschool children with autism spectrum disorder

# publications[].label
One dress, two dress: Dialectal influence on spelling of English words among kindergarten children in Singapore

# publications[].label
What do teacher educators know about English spelling? (Jun, 10.1007/s11145-022-10326-x, 2022)

# publications[].label
Discrimination of mirror image stimuli in children.

# publications[].label
The Simple View of Reading across different orthographies: Introduction to special issue

# publications[].label
Validation of an instrument for assessing teacher knowledge of basic language constructs of literacy.

# publications[].label
Decisions about consonant doubling among non-native speakers of English: graphotactic and phonological influences

# publications[].label
Emergent writing of young children in the United Arab Emirates

# publications[].label
New Directions in Preservice and Inservice Professional Development for Teaching Students with and Without Specific Learning Disabilities in Middle Childhood and Early Adolescence

# publications[].label
Introduction: teacher perception, self-efficacy and teacher knowledge relating to literacy.

# publications[].label
The role of phonology, morphology, and orthography in English and Russian spelling.

# publications[].label
A meta-analysis on the effectiveness of intervention in children with primary speech and language delays/disorders: Focusing on China and the United States.

# publications[].label
Models of Reading in Different Orthographies: An Introduction.

# publications[].label
Response to intervention: are the Emperor's clothes really new?

# publications[].label
Interventions in Learning Disabilities A Handbook on Systematic Training Programs for Individuals with Learning Disabilities Introduction

# publications[].label
Preservice teacher knowledge of basic language constructs in Canada, England, New Zealand, and the USA.

# publications[].label
Validation of the Simple View of Reading in Hebrew-A Semitic Language

# publications[].label
Introduction: Handbook of Literacy in Akshara Orthography

# publications[].label
Simple view of reading among Slovenian English foreign language learners: A latent interaction modeling approach

# publications[].label
Improving the Spelling Ability Among Speakers of African American English Through Explicit Instruction

# publications[].label
Understanding Chinese children?s word reading by considering the factors from cognitive, psychological and ecological factors

# publications[].label
Exploring Chinese EFL teachers' knowledge and beliefs relating to the teaching of English reading in public primary schools in China.

# publications[].label
A cognitive tool to diagnose predominantly inattentive ADHD behavior.

# publications[].label
Gender differences in anomalous subcortical morphology for children with ADHD.

# publications[].label
Visual motor ability in normal and disabled readers.

# publications[].label
Chinese EFL teachers' knowledge of basic language constructs and their self-perceived teaching abilities.

# publications[].label
Intervention and Assessment of Spelling Skills in LD Classrooms

# publications[].label
Introduction to the special issue: Teacher knowledge of literacy skills international perspectives.

# publications[].label
Visual tracking during implicit and explicit orthographic recognition tasks in Spanish-speaking teenagers

# publications[].label
Cross-Language Transfer of Reading Ability: Evidence From Taiwanese Ninth-Grade Adolescents

# publications[].label
Profile of hyperlexia: Reconciling conflicts through a systematic review and meta-analysis

# publications[].label
Are preservice teachers prepared to teach struggling readers?

# publications[].label
Erratum to: Preservice teacher knowledge of basic language constructs in Canada, England, New Zealand, and the USA.

# publications[].label
Using latent transition analysis to identify effects of an intelligent tutoring system on reading comprehension of seventh-grade students

# publications[].label
Moving From Explicit to Implicit: A Case Study of Improving Inferential Comprehension

# publications[].label
Biliteracy Spelling Acquisition in Akshara and English

# publications[].label
Role of morphological awareness in biliteracy development: Within- and cross-language perspectives among Korean ESL learners in grades five and six

# publications[].label
Reading different orthographies: an fMRI study of phrase reading in Hindi-English bilinguals

# publications[].label
Analyzing writing performance of L1, L2, and Generation 1.5 community college students through Coh-Metrix

# publications[].label
Teaching reading in an inner city school through a multisensory teaching approach

# publications[].label
What do teacher educators know about English spelling?

# publications[].label
Vocabulary: A Critical Component of Comprehension

# publications[].label
Investigating the Asymmetrical Roles of Syllabic and Phonemic Awareness in Akshara Processing.

# publications[].label
Predicting reading comprehension from listening comprehension: Is this the answer to the IQ debate?

# publications[].label
Session 5  Memory for emerging applications

# publications[].publisher
Institute of Electrical and Electronics Engineers (IEEE)

# publications[].label
Literacy in Kannada, an alphasyllabic orthography

# publications[].label
Do textbooks used in university reading education courses conform to the instructional recommendations of the national reading panel?

# publications[].label
Knowledge about dyslexia among early literacy teachers in China.

# publications[].label
Evidence of an Intelligent Tutoring System as a Mindtool to Promote Strategic Memory of Expository Texts and Comprehension With Children in Grades 4 and 5

# publications[].label
Second-Language Reading Difficulties Among Native Chinese-Speaking Students Learning to Read English: The Roles of Native- and Second-Language Skills

# publications[].label
Teachers' knowledge about language constructs related to literacy skills and student achievement in low socio-economic status schools.

# publications[].label
Specific spelling disability: Factual or artifactual?

# publications[].label
WRITTEN LANGUAGE IS AS NATURAL AS SPOKEN LANGUAGE: A BIOLINGUISTIC PERSPECTIVE

# publications[].label
Reading Intervention Research: An Integrative Framework

# publications[].label
Separating genuine cases of reading disability from reading deficits caused by predominantly inattentive ADHD behavior.

# publications[].label
Looking ahead Theoretical, methodological, and pedagogical implications

# publications[].label
Comparing Bilingual to Monolingual Learners on English Spelling: A Meta-analytic Review.

# publications[].label
Investigating Parental Beliefs and Home Literacy Environment on Chinese Kindergarteners' English Literacy and Language Skills

# publications[].label
Discovering the impact of reading coursework and discipline-specific mentorship on first-year teachers' self-efficacy: a latent class analysis.

# publications[].label
Peter Effect in the Preparation of Reading Teachers

# publications[].label
Why elementary teachers might be inadequately prepared to teach reading.

# publications[].label
Simple View of Reading in Chinese: A One-Stage Meta-Analytic Structural Equation Modeling

# publications[].publisher
American Educational Research Association (AERA)

# publications[].label
Connecting Research and Practice through Teacher Knowledge

# publications[].label
Naming speed and word familiarity as confounding factors in decoding

# publications[].label
Community College Writers' Metaknowledge of Effective Writing

# publications[].publisher
ARLE (International Association for Research in L1 Education)

# publications[].label
Role of Orthography in Literacy Acquisition and Literacy Problems Among Monolinguals and Bilinguals

# publications[].label
Chinese and English reading-related skills in L1 and L2 Chinese-speaking children in Hong Kong

# publications[].label
What do preservice teachers from the USA and the UK know about dyslexia?

# publications[].label
MISCONCEPTIONS ABOUT THE ASSESSMENT AND DIAGNOSIS OF READING DISABILITY

# publications[].label
Knowledge and beliefs about developmental dyslexia in pre-service and in-service Spanish-speaking teachers.

# publications[].label
Elementary Teachers' Knowledge of Foundational Literacy Skills: A Critical Piece of the Puzzle in the Science of Reading

# publications[].label
Decoding and sight-word naming: Are they independent components of word recognition skill?

# publications[].label
Reading Research and Practice: Indian Perspective.

# publications[].label
The Componential Model of Reading in Bilingual Learners

# publications[].label
English Spelling Performance in Writing Samples Among Spanish-Speaking ELLs.

# publications[].label
Instruction of metacognitive strategies enhances reading comprehension and vocabulary achievement of third-grade students

# publications[].label
The Influence of Sensory-Motor Components of Handwriting on Chinese Character Learning in Second- and Fourth-Grade Chinese Children

# publications[].label
Componential model of reading (CMR): validation studies.

# publications[].label
Cognitive component of componential model of reading applied to different orthographies.

# publications[].label
Contribution of phonological, morphological and orthographic awareness to English word spelling: A comparison of EL1 and EFL models

# publications[].label
Who Are the Nonresponders to Intervention Among Chinese Children Learning English as a Second Language?

# publications[].label
Knowledge and Beliefs About Developmental Dyslexia: A Comparison Between Pre-Service and In-Service Peruvian Teachers

# publications[].label
Knowledge about basic language constructs among teachers of English as a Foreign Language in China and South Korea.

# publications[].label
Effect of synthetic phonics instruction on literacy skills in an ESL setting

# publications[].label
Spelling Acquisition in Spanish: Using Error Analyses to Examine Individual Differences in Phonological and Orthographic Processing

# publications[].label
A multiple-group comparison on the role of morphological awareness in reading: within- and cross-linguistic evidence from Korean ESL and EFL learners

# publications[].label
The relative contributions of facets of morphological awareness to vocabulary development in Chinese: A longitudinal study in grades one to three

# publications[].label
International Perspectives on Spelling and Writing in Different Orthographies: Introduction to the Special Series.

# publications[].label
Spelling performance of English consonants among students whose first language is Arabic

# publications[].label
The development of morphological awareness in Chinese ESL students

# publications[].label
Biliteracy acquisition in Kannada and English: A developmental study

# publications[].label
Introduction to the Special Issue: Textbook Content and Organization-Why it Matters to Reading Comprehension in Elementary Grades?

# publications[].label
Drop Everything and Write (DEAW): an innovative program to improve literacy skills

# publications[].label
Cross-language Transfer of Metalinguistic Skills: Evidence from Spelling English Words by Korean Students in Grades 4, 5 and 6.

# publications[].label
Longitudinal relations between verbal working memory and reading in students from diverse linguistic backgrounds.

# publications[].label
Diagnosis and remediation of reading disabilities: A pragmatic solution

# publications[].label
Reading Fluency Current Insights from Neurocognitive Research and Intervention Studies Introduction

# publications[].label
Developmental Changes in Free-Recall Learning by Children

# publications[].label
Reading and Spelling, Development and Disorders

# publications[].label
Teacher knowledge of basic language concepts and dyslexia.

# publications[].label
Introduction to the special issue on teacher knowledge from an international perspective.

# publications[].label
Perceptions and Knowledge of Literacy Constructs by Elementary School Teachers of ELLs

# publications[].label
Reading Problems Consultation and Remediation

# publications[].label
SPELLING-RELATED TEACHER KNOWLEDGE: THE IMPACT OF PROFESSIONAL DEVELOPMENT ON IDENTIFYING APPROPRIATE INSTRUCTIONAL ACTIVITIES

# publications[].label
Becoming literate in Chinese: a comparison of native-speaking and non-native-speaking children

# publications[].label
Introduction to the special issue: "Teacher knowledge of literacy skills".

# editorOf[].label
Handbook of Arabic Literacy Insights and Perspectives

# editorOf[].label
Literacy Acquisition The Role of Phonology, Morphology and Orthography

# editorOf[].label
Interventions in Learning Disabilities A Handbook on Systematic Training Programs for Individuals with Learning Disabilities Introduction

# editorOf[].label
Reading Disorders Varieties and Treatments

# editorOf[].label
Reading Disabilities Diagnosis and Component Processes

# editorOf[].label
Reading and Writing Disorders in Different Orthographic Systems

# editorOf[].label
Neuropsychology and Cognition Proceedings of the NATO Advanced Study Institute on Neuropsychology and Cognition, Augusta, Georgia, U.S.A., September 8-18, 1980

# editorOf[].label
Cross-Language Studies of Learning to Read and Spell: Phonologic and Orthographic Processing

# researcherOn[].label
Massively Open Online Virtual Practice-Based Professional Development for Teachers in High Need Schools

# researcherOn[].awardedBy.label
United States Department of Education - (Washington D.C., District of Columbia, United States)

# researcherOn[].label
Efficacy and Replication Trial of the Individualized Adaptive ITSS with 4th and 5th Grade Students in High Poverty Schools

# researcherOn[].awardedBy.label
United States Department of Education - (Washington D.C., District of Columbia, United States)

# researcherOn[].label
Goal 3 Efficacy Trial of Text Structure Strategy Instruction on the Web for Spanish-Speaking English Learners (SWELL) in Grades 4 and 5

# researcherOn[].awardedBy.label
United States Department of Education - (Washington D.C., District of Columbia, United States)

# streetAddress
Texas A&M University; Teaching, Learning And Culture (Tlac); 4232 TAMU

# organizations[]
College of Education and Human Development

# schools[]
College of Education and Human Development

# etdChairOf[].label
Abba, Katherine Anne (2015-12). Community College Students' Writing: Lexical, Syntactic, and Cohesion Differences in L1, L2, and Generation 1.5 Students and Examining Knowledge of the Writing Process. Doctoral Dissertation.

# etdChairOf[].label
Allaith, Zainab A. (2013-04). Engagement in Reading and Access to Print: The Relationship of Home and School to Overall Reading Achievement Among Fourth Grade English Speakers. Doctoral Dissertation.

# etdChairOf[].label
Graham, Lori Dear (2007-08). From research to practice: the effect of multi-component vocabulary instruction on fourth grade students' social studies vocabulary and comprehension performance. Doctoral Dissertation.

# etdChairOf[].label
Chuang, Hui-Kai (2012-07). Cross-language Transfer of Reading Ability: Evidence from Taiwanese Ninth-grade Adolescents. Doctoral Dissertation.

# etdChairOf[].label
Unal, Melike (2014-11). Spelling English Words: Contributions of Phonological, Morphological and Orthographic Processing Skills of Turkish EFL Students in Grades 6-8. Doctoral Dissertation.

# etdChairOf[].label
Wilkins, Gwendolyn Mays (2018-02). Effects of Field Experience on Pre-Service Teachers' Knowledge of Basic Language Constructs and Preparedness for Teaching Reading. Doctoral Dissertation.

# etdChairOf[].label
Conway, Barbara Tenney (2012-10). Analysis of Third- and Fifth-Grade Spelling Errors on the Test of Written Spelling-4: Do Error Types Indicate Levels of Linguistic Knowledge?. Doctoral Dissertation.

# etdChairOf[].label
Kaani, Bestern (2014-12). The Influence of Orthographic Opacity on Reading Development among Nyanja-English Bilinguals in Zambia: A Cross-Linguistic Study. Doctoral Dissertation.

# etdChairOf[].label
Yulia, Astri (2013-04). Linking Family Background and Home Language with English Reading Comprehension amog  Bi/Multilinguals. Doctoral Dissertation.

# etdChairOf[].label
Taylor, Brenda Kaye (2016-05). Pre-service Teachers' Knowledge of Reading and Assessment for Providing Differentiated Instruction to Struggling Readers and How This Knowledge Relates to Their Perceptions for the Use of Retention. Doctoral Dissertation.

# etdChairOf[].label
Beerwinkle, Andrea Lynne (2018-08). A Quasi-Experimental Study of an Intervention Using the Text Structure Strategy in Grade 7 Science. Doctoral Dissertation.

# etdChairOf[].label
Barr, Sheldon Martin (2013-01). Perceptions and Knowledge of Evidence-based Literacy Instruction among Elementary School Teachers of English Language Learners. Doctoral Dissertation.