Identifying the Dimensionality of Oral Language Skills of Children with Typical Development in Preschool through Fifth Grade von Lonigan, Christopher J, Milburn, Trelani F

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Dimensionality of preschoolers’ informal mathematical abilities von Milburn, Trelani F., Lonigan, Christopher J., DeFlorio, Lydia, Klein, Alice

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Cerebellar Activation During Reading Tasks: Exploring the Dichotomy Between Motor vs. Language Functions in Adults of Varying Reading Proficiency von Cullum, Angela, Hodgetts, William E., Milburn, Trelani F., Cummine, Jacqueline

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Stability of Risk Status During Preschool von Milburn, Trelani F., Lonigan, Christopher J., Phillips, Beth M.

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Enhancing preschool educators’ ability to facilitate conversations during shared book reading von Milburn, Trelani F, Girolametto, Luigi, Weitzman, Elaine, Greenberg, Janice

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DETERMINING RESPONSIVENESS TO TIER 2 INTERVENTION IN RESPONSE TO INTERVENTION: Level of Performance, Growth, or Both von Milburn, Trelani F., Lonigan, Christopher J., Phillips, Beth M.

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Effects of Coaching on Educators' and Preschoolers' Use of References to Print and Phonological Awareness during a Small-Group Craft/Writing Activity von Milburn, Trelani F, Hipfner-Boucher, Kathleen, Weitzman, Elaine, Greenberg, Janice, Pelletier, Janette, Girolametto, Luigi

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Cognitive, linguistic and print-related predictors of preschool children’s word spelling and name writing von Milburn, Trelani F, Hipfner-Boucher, Kathleen, Weitzman, Elaine, Greenberg, Janice, Pelletier, Janette, Girolametto, Luigi

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Agreement among traditional and RTI-based definitions of reading-related learning disability with preschool children von Milburn, Trelani F., Lonigan, Christopher J., Allan, Darcey M., Phillips, Beth M.

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