Depressive Symptoms in Third-Grade Teachers: Relations to Classroom Quality and Student Achievement von McLean, Leigh, Connor, Carol McDonald

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Using Technology and Assessment to Personalize Instruction: Preventing Reading Problems von Connor, Carol McDonald

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Links Between Behavioral Regulation and Preschoolers' Literacy, Vocabulary, and Math Skills von McClelland, Megan M, Cameron, Claire E, Connor, Carol McDonald, Farris, Carrie L, Jewkes, Abigail M, Morrison, Frederick J

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A Longitudinal Cluster-Randomized Controlled Study on the Accumulating Effects of Individualized Literacy Instruction on Students' Reading From First Through Third Grade von Connor, Carol McDonald, Marrison, Frederick J., Fishman, Barry, Crowe, Elizabeth C., Otaiba, Stephanie Al, Schatschneider, Christopher

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A Lattice Model of the Development of Reading Comprehension von Connor, Carol McDonald

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Bringing the Science of Reading to Preservice Elementary Teachers: Tools That Bridge Research and Practice von Hindman, Annemarie H., Morrison, Frederick J., Connor, Carol McDonald, Connor, Joseph A.

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The relations between children's comprehension monitoring and their reading comprehension and vocabulary knowledge: an eye-movement study von Zargar, Elham, Adams, Ashley Marie, Connor, Carol McDonald

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Preschool Instruction and Children's Emergent Literacy Growth von Connor, Carol McDonald, Morrison, Frederick J, Slominski, Lisa

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Current State of Knowledge: Language and Literacy of Children with Hearing Impairment von Moeller, Mary Pat, Tomblin, J Bruce, Yoshinaga-Itano, Christine, Connor, Carol McDonald, Jerger, Susan

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Commentary on the Special Issue on Instructional Coaching Models: Common Elements of Effective Coaching Models von Connor, Carol McDonald

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The Causal Impact of Schooling on Children’s Development: Lessons for Developmental Science von Morrison, Frederick J., Kim, Matthew H., Connor, Carol M., Grammer, Jennie K.

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Impact of Supplemental Multicomponent Early Childhood Language Instruction von Phillips, Beth M., Lonigan, Christopher J., Kim, Young-Suk G., Clancy, Jeanine, Connor, Carol M.

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Behavioral Engagement and Reading Achievement in Elementary-School-Age Children: A Longitudinal Cross-Lagged Analysis von Guo, Ying, Sun, Shuyan, Breit-Smith, Allison, Morrison, Frederick J., Connor, Carol McDonald

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Children's behavioral regulation and literacy: The impact of the first grade classroom environment von Day, Stephanie L., Connor, Carol McDonald, McClelland, Megan M.

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Enacted Reading Comprehension: Using Bodily Movement to Aid the Comprehension of Abstract Text Content von Kaschak, Michael P, Connor, Carol M, Dombek, Jennifer L

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Algorithm-Guided Individualized Reading Instruction von Connor, Carol McDonald, Morrison, Frederick J., Fishman, Barry J., Schatschneider, Christopher, Underwood, Phyllis

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Associations among teachers' depressive symptoms and students' classroom instructional experiences in third grade von McLean, Leigh, Abry, Tashia, Taylor, Michelle, Connor, Carol McDonald

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The Age at Which Young Deaf Children Receive Cochlear Implants and Their Vocabulary and Speech-Production Growth: Is There an Added Value for Early Implantation? von Connor, Carol McDonald, Craig, Holly K, Raudenbush, Stephen W, Heavner, Krista, Zwolan, Teresa A

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Individualizing Student Instruction Precisely: Effects of Child × Instruction Interactions on First Graders' Literacy Development von McDonald Connor, Carol, Piasta, Shayne B., Fishman, Barry, Glasney, Stephanie, Schatschneider, Christopher, Crowe, Elizabeth, Underwood, Phyllis, Morrison, Frederick J.

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Do Teacher Perceptions of Students’ Academic and Behavioral Skills Influence Time Spent in Small-Group Reading Instruction? von Toste, Jessica R., McLean, Leigh, Peng, Peng, Didion, Lisa, Filderman, Marissa J., Sparapani, Nicole, Connor, Carol McDonald

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