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Florida Learning Disabilities Research Center
  1. Florida Learning Disabilities Research Center
  2. Publications

Publications

Ahmed, Y**, Wagner, R.K., and Lopez, D. (2014). Developmental relations between reading and writing at the word, sentence and text levels: A latent change score analysis. Journal of Educational Psychology. 106(2), 419-434. Doi: 10.1037/a0035692 PMC 4063364 http://purl.flvc.org/fsu/fd/FSU_pmch_24954951

Al Otaiba, S*, Connor, C.M.*, Folsom, J.S**, Wanzek, J.*, Greulich, L., Schatschneider, C., and Wagner, R. K. (2014). To wait in tier 1 or intervene immediately: A randomized experiment examining first grade response to intervention (RTI) in reading. Exceptional Child. 81(1), 11-27. Doi: 10.1177/0014402914532234 PMC 4269263 http://purl.flvc.org/fsu/fd/FSU_pmch_25530622

Al Otaiba, S*, Connor, C*, Sidler Folsom, J.**, Greulich, L., Meadows, J**, and Zhi, L** (2011). Assessment Data Informed to Individualize Kindergarten Reading Instruction: Findings from a Cluster Randomized Control Field Trial. Elementary School. 111(4), 535-560. Doi: 10.1086/659031 PMC 3147177 http://purl.flvc.org/fsu/fd/FSU_pmch_21818158

Al Otaiba, S*, Folsom, J**, Schatschneider, C., Wanzek, J.*, Greulich, L., Meadows, J., Zhi, L., and Connor, C. (2011). Predicting first grade reading performance from Kindergarten response to tier 1 instruction. Exceptional Children. 77(4), 453-470. PMC 3156651 http://purl.flvc.org/fsu/fd/FSU_pmch_21857718

Al Otaiba, S.*, Folsom, J.S.**, Wanzek, J.*, Greulich, L., Wasche, J., Schatschneider, C., and Connor, C.M.*(2016). Professional development to differentiate kindergarten Tier 1 instruction: Can already effective teachers improve student outcomes by differentiating Tier 1 instruction? Reading and Writing Quarterly. 32(5), 454-476. Doi: dx.doi.org/10.1080/10573569.2015.1021060 PMC 4915477

Al Otaiba, S.*, Kim, Y.S.*, Wanzek, J.*, Petscher, Y.*, and Wagner, R. K. (2014). Long Term Effects of First Grade Multi-Tier Intervention. Journal of Research on Educational Effectiveness, 7(3), 250-267. Doi: 10.1080/19345747.2014.906692 PMC 4207218 http://purl.flvc.org/fsu/fd/FSU_pmch_25346781

Al Otaiba, S*, Lake, V.E**, Greulich, L., Folsom, J**, and Guidry, L. (2012). Preparing beginning reading teachers: An experimental comparison of initial early literacy field experiences. Reading and Writing 25(1), 109-129. Doi: 10.1007/s11145-010-9250-2 PMC 3818150 http://purl.flvc.org/fsu/fd/FSU_pmch_24204096

Al Otaiba, S.*, Puranik, C.S*, Ziolkowski, R.A., and Montgomery, T.M. (2009). Effectiveness of Early Phonological Awareness Interventions for Students with Speech or Language Impairments. Journal of Special Education. 43(2), 107-128. Doi: 10.1177/0022466908314869 PMC 2805171 http://purl.flvc.org/fsu/fd/FSU_pmch_20161557

Al Otaiba, S.*, Wagner, R.K., and Miller, B. (2014). “Waiting to fail” redux: Understanding inadequate response to intervention. Learning Disability Quarterly. 37(129), 129-133. Doi: 10.1177/0731948714525622 PMC 4240019 http://purl.flvc.org/fsu/fd/FSU_pmch_25422530

Al Otaiba, S.A.*, Wanzek, J.*, and Yovanoff, P. (2015). Response to Intervention. European Scientific Journal. 260-264. PMC 4750400 http://purl.flvc.org/fsu/fd/FSU_pmch_26877787

Allan, D.M** and Lonigan, C.J. (2015). Relations between response trajectories on the continuous performance test and teacher-rated behavior problems in preschoolers. Psychological Assessment. 27, 678-688. Doi: 10.1037/pas0000054 PMC 4442070 http://purl.flvc.org/fsu/fd/FSU_pmch_25419645

Allan, N.P**and Lonigan, C.J. (2011) Examining the dimensionality of effortful control in preschool children and its relation to academic and socioemotional indicators. Developmental Psychology. 47(4):905-15. Doi: 10.1037/a0023748 PMC 3521160 http://purl.flvc.org/fsu/fd/FSU_pmch_21553957

Allan, N.P **, and Lonigan, C. J., and Phillips, B. M. (2015). Examining the factor structure and structural invariance of the PANAS across children, adolescents, and young adults. Journal of Personality Assessment. 97, 616-625. Doi: 10.1080/00223891.2015.1038388 PMC 4609236

Barbot, B.**, Krivulskaya, S.**, Hein, S.**, Reich, J.**, Thuma, P.E., and Grigorenko, E.L. (2015), Identifying learning patterns of children at risk for specific reading disability. Developmental Science. Doi:10.1111/desc.12313 PMC 4751058

Bick, J.**, Naumova O.**, Hunter S.**, Barbot B.**, Lee M., Luthar, S.S., Raefski. A.**, and Grigorenko, E.L. (2012). Childhood adversity and DNA methylation of genes involved in the hypothalamus-pituitaryadrenal axis and immune system: whole-genome and candidate-gene associations. Development and Psychopathology. 24(4):1417-25. Doi: 10.1017/S0954579412000806 PMC 3755948

Brown Waesche, J.S**, Schatschneider, C., Maner, J.K., Ahmed, Y**, and Wagner, R. K. (2011). Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic. Journal of Learning Disabilities, 44(3), 296-307. Doi: 10.1177/0022219410392048 PMC 3248271 http://purl.flvc.org/fsu/fd/FSU_pmch_21252372

Calhoon, M.B., and Petscher, Y* (2013). Individual and group sensitivity to remedial reading program design: Examining reading gains across three middle school reading projects. Reading and Writing, 26(4), 565-592. Doi: 10.1007/s11145-013-9426-7 PMC 4314959 http://purl.flvc.org/fsu/fd/FSU_pmch_25657503

Campbell, D.**, Bick, J. **, Yrigollen, C.**, Lee, M., Joseph, A.**, Chang, J.T., and Grigorenko, E.L. (2013) Schooling and variation in the COMT gene: the devil is in the details. Journal of Child Psychology and Psychiatry, 54(10), 1056-1065. Doi: 10.1111/jcpp.12120 connor PMC 3786416 http://purl.flvc.org/fsu/fd/FSU_pmch_23952646

Ciullo, S., Ortiz, M.B., Al Otaiba, S.*, and Lane, K.L. (2015). Advanced Reading Comprehension Expectations in Secondary School Considerations for Students with Emotional or Behavior Disorders. Journal of Disability Policy Studies. Doi: 10.1177/1044207315604365 PMC 4937879

Codding, R.S., Petscher, Y.*, and Truckenmiller, A. (2015). CBM Reading, Mathematics, and Written Expression at the Secondary Level: Examining Latent Composite Relations among Indices and Unique Predictions with a State Achievement Test. Journal of Educational Psychology. 107(2):437-450. Doi: 10.1037/a0037520 PMC 4557811 http://purl.flvc.org/fsu/fd/FSU_pmch_26347201

Connor, C.M.* (2013). Commentary on two classroom observation systems: moving toward a shared understanding of effective teaching. School Psychology Quarterly. 28(4):342-6. Doi: 10.1037/spq0000045. PMC 5064283

Connor, C. M.* (2016). A lattice model of reading comprehension. Child Development Perspectives. 10(4), 269-274. Doi: 10.1111/cdep.12200 PMC 5110216

Connor, C. M.*, Dombek, J., Crowe, E. C., Spencer, M**, Tighe, E. L**, Coffinger, S., Zargar, E., Wood, T., and Petscher, Y* (2016). Acquiring science and social studies knowledge in kindergarten through fourth grade: Conceptualization, design, implementation, and efficacy testing of Content-Area Literacy Instruction (CALI). Journal of Educational Psychology. Doi: 10.1037/edu0000128 NIHMS813812

Connor, C.M.*, Morrison, F.J., Fishman, B., Crowe E.C., Al Otaiba, S.*, and Schatschneider, C. (2013). A longitudinal cluster-randomized controlled study on the accumulating effects of individualized literacy instruction on students' reading from first through third grade. Psychological science. 24(8):1408-19. Doi: 10.1177/0956797612472204 PMC 4737583 http://purl.flvc.org/fsu/fd/FSU_pmch_23785038

Connor, C.M.*, Morrison, F.J., Fishman, B., Giuliani, S*, Luck, M., Underwood, P.S., Bayraktar, A., Crowe, E.C., and Schatschneider, C. (2011). Testing the Impact of Child Characteristics x Instruction Interactions on Third Graders' Reading Comprehension by Differentiating Literacy Instruction. Reading Research Quarterly. v46 n3 p189-221 Doi: 10.1598/RRQ.46.3.1 PMC 5115604

Connor, C.M.*, Phillips, B.M., Kaschak, M., Apel, K., Kim, Y.S**, Al Otaiba, S., Crowe, E.C., Thomas-Tate, S., Johnson, L.C., and Lonigan, C.J. (2014). Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten through Fourth Grade. Educational Psychology Review. 26(3):379-401. Doi: 10.1007/s10648-014-9267-1 PMC 4613791 http://purl.flvc.org/fsu/fd/FSU_pmch_26500420

Connor, C. M.*, Radach, R., Vorstius, C., Day, S. L**, McLean, L**, and Morrison, F. J. (2015). Individual differences in fifth graders’ literacy and academic language predict comprehension monitoring development: An eye-movement study. Scientific Studies of Reading. 19(2), 114-134. Doi:10.1080/10888438.2014.943905 PMC4824948

Connor, C. M.*, Spencer, M**, Day, S.L **, Giuliani, S., Ingerbrand, S. W**, McLean, L**, and Morrison, F. J. (2014). Capturing the complexity: content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders’ vocabulary and reading comprehension outcomes. Journal of Educational Psychology. 106(3), 762-778. Doi: 10.1037/a0035921 PMC 4229844 http://purl.flvc.org/fsu/fd/FSU_pmch_25400293

Day, S.L**, and Connor, C. M.* (2016). Examining the relations between self-regulation and achievement in third-grade students. Assessment for Effective Intervention. Doi: 10.1177/1534508416670367 NIHMS829997

Day, S.L**, Connor, C.M.*, and McClelland, M.M. (2015). Children's behavioral regulation and literacy: The impact of the first grade classroom environment. Journal of School Psychology. 53(5):409-28. Doi: 10.1016/j.jsp.2015.07.004 PMC 4598041

Denton, C.A., and Al Otaiba, S*. (2011). Teaching word identification to students with reading difficulties and disabilities. Focus On Exceptional Children. 43(7), 1-16. PMC 4299759 http://purl.flvc.org/fsu/fd/FSU_pmch_25614707

DeYoung, C.G., Cicchetti, D., Rogosch, F.A., Gray, J.R., Eastman, M., and Grigorenko, E.L. (2011). Sources of cognitive exploration: Genetic variation in the prefrontal dopamine system predicts Openness/Intellect. Journal of Research in Personality. 45(4), 364-371. Doi: 10.1016/j.jrp.2011.04.002 PMC 3143482 http://purl.flvc.org/fsu/fd/FSU_pmch_21804655

Ercan-Sencicek, A.G.**, Davis Wright, N.R., Frost, S.J., Fulbright, R.K., Felsenfeld, S., Hart, L., Landi, N.**, Mencl, W.E., Sanders, S.J., Pugh, K. R., State, M.W., and Grigorenko, E.L. (2012). Searching for Potocki–Lupski syndrome phenotype: A patient with language impairment and no autism. Brain and Development. 34(8), 700-703. Doi: 10.1016/j.braindev.2011.11.003 PMC 3343226 http://purl.flvc.org/fsu/fd/FSU_pmch_22178197

Ercan-Sencicek, A.G.**, Davis Wright, N.R., Sanders, S. J., Oakman, N., Valdes, L., Bakkaloglu, B., Doyle, N., Yrigollen, C. M., Morgan, T. M., and Grigorenko, E. L. (2012). A balanced t(10;15) translocation in a male patient with developmental language disorder. European Journal of Medical Genetics. 55(2), 128131. Doi: 10.1016/j.ejmg.2011.12.005 PMC 3322462 http://purl.flvc.org/fsu/fd/FSU_pmch_22266071

Farrington, A.L**, and Lonigan, C. J. (2015). Examining the measurement precision and invariance of the Revised Get Ready to Read! in a nationally representative sample. Journal of Learning Disabilities. 48, 227-238. PMC 4762015 http://purl.flvc.org/fsu/fd/FSU_pmch_23851136

Foorman, B.R., Koon, S., Petscher, Y.*, Mitchell, A., and Truckenmiller, A. (2015). Examining General and Specific Factors in the Dimensionality of Oral Language and Reading in 4th-10th Grades. Journal of Educational Psychology. 107(3):884-899. Doi: 10.1037/edu0000026 PMC 4557887

Foorman, B.R., Herrera, S., Petscher, Y*, Mitchell, A., and Truckenmiller, A. (2015). The structure of oral language and reading and their relation to comprehension in Kindergarten through Grade 2. Reading and Writing May. 28(5), pp 655-681. Doi: 10.1007/s11145-015-9544-5 PMC 5029469

Gatlin, B**, and Wanzek, J.* (2015). Relations among Children's Use of Dialect and Literacy Skills: A Meta-Analysis. Journal of Speech, Language, and Hearing Research. 58(4):1306-18. Doi: 10.1044/2015_JSLHR-L-14-0311 PMC 4765162 hhttp://purl.flvc.org/fsu/fd/FSU_pmch_26090843

Gatlin, B**, Wanzek, J.*, and Al Otaiba, S.* (2015). An Examination of Kindergarten Oral Language for African American Students: Are There Meaningful Differences in Comparison to Peers? Reading and Writing Quarterly. 32(5):1-22, Doi: 10.1080/10573569.2015.1039737 NIHMS791751

Goodwin, A.P., Petscher, Y*, Carlisle, J.F., and Mitchell, A.M. (2016) Exploring the dimensionality of morphological knowledge for adolescent readers. Journal of Research in Reading. Doi:10.1111/14679817.12064 NIHMS816227

Greulich, L., Al Otaiba, S.*, Schatschneider, C., Wanzek, J., Ortiz, M., and Wagner, R. K. (2014). Understanding inadequate response to first-grade multi-tier intervention: nomothetic and ideographic perspectives. Learning Disability Quarterly. 129-133. Doi: 10.1177/0731948714526999 PMC 4240018 http://purl.flvc.org/fsu/fd/FSU_pmch_25422532

Grigorenko, E.L., Macomber, D, Hart, L., Naples, A.**, Chapman, J., Geib, C.F., Chart, H.**, Tan, M.**, Wolhendler, B.**, and Wagner, R.K. (2015) Academic Achievement Among Juvenile Detainees. Journal of Learning Disabilities. 48(4): 359–368. Doi: 10.1177/0022219413500991 PMC 5064284

Guan, C. Q**, Wagner, R. K., Ye, F., and Meng, W. (2014). Text comprehension mediates morphological awareness, syntactic processing, and working memory in predicting Chinese written composition performance. Journal of Educational Psychology, 106(3), 779-798. Doi: 10.1037/a0035984 PMC 4267114 http://purl.flvc.org/fsu/fd/FSU_pmch_25530630

Guan, C.Q**, Ye, F., Wagner, R.K., and Meng, W. (2013). Developmental and Individual Differences in Chinese Writing. Reading and Writing. 26, 1031-1056. Doi: 10.1007/s11145-012-9405-4 PMC 4450100 http://purl.flvc.org/fsu/fd/FSU_pmch_25530630

Guo, Y., Tompkins, V., Justice, L., and Petscher, Y* (2014). Classroom Age Composition and Vocabulary Development among At-Risk Preschoolers. Early Educational Development. 25(7): 1016–1034. Doi:10.1080/10409289.2014.893759 PMC 5029468

Hart, S.A* (2016). Precision Education Initiative: Moving towards personalized education. Mind, Brain and Education. 1-3. Doi: 10.1111/mbe.12109 NIHMS834335

Hart, S.A*, Logan, J.A.R**, Soden-Hensler, B**, Kershaw, S**, Taylor, J., and Schatschneider, C. (2013). Exploring how nature and nurture affect the development of reading: an analysis of the Florida twin project on reading. Developmental Psychology, 49(10), 1971-1981. Doi: 10.1037/a0031348 PMC 3758396 http://purl.flvc.org/fsu/fd/FSU_pmch_23294149

Hart, S.A.*, Mikolajewski, A.J**, Johnson, W., Schatschneider, C, and Taylor, J. (2015) Examining transactional influences between reading achievement and antisocially-behaving friends. Personality and Individual Differences.71:9-14. Doi:10.1016/j.paid.2014.07.008 PMC 4166503 http://purl.flvc.org/fsu/fd/FSU_pmch_25242836

Hart, S.A.*, Soden, B**, Johnson, W**, Schatschneider, C., and Taylor, J. (2013). Expanding the environment: gene x school-level SES interaction on reading comprehension. Journal of Child Psychology and Psychiatry. 54(10), 1047-1055. Doi:10.1111/jcpp.12083 PMC 3766464 http://purl.flvc.org/fsu/fd/FSU_pmch_23725549

Hart, S.A.*, Taylor, J., and Schatschneider, C. (2013). There is a world outside of experimental designs: using twins to investigate causation. Assessment for Effective Intervention. 38(2), 117-126. Doi: 10.1177/1534508412451490 PMC 3604986 http://purl.flvc.org/fsu/fd/FSU_pmch_23525781

Haughbrook, R**, Hart, S.A*, Schatschneider, C., and Taylor, J. (2016). Genetic and environmental influences on early literacy skills across school grade contexts. Developmental Science. 1-12. NIHMS767982

Hoff, E., Quinn, J.M**, and Giguere, D** (In press). What Explains the Correlation Between Growth in Vocabulary and Grammar? New Evidence from Latent Change Score Analyses of Simultaneous Bilingual Development. Developmental Science. NIHMS825955

Jones, J.L**, and Kaschak, M.P. (2012). Global statistical learning in a visual search task. Journal of Experimental Psychology: Human Perception and Performance. 38(1):152-60. Doi: 10.1037/a0026233 PMC 4606928 http://purl.flvc.org/fsu/fd/FSU_pmch_22082216

Justice, L., Mashburn, A, and Petscher, Y.* (2013). Very early language skills of fifth grade poor comprehenders. Journal of Research in Reading, 36(2), 172-185. Doi: 10.1111/j.14679817.2011.01498.x PMC 4301613 http://purl.flvc.org/fsu/fd/FSU_pmch_25620819

Kaschak, M.P., Kutta, T.J**, and Coyle, J.M. (2014). Long and Short Term Cumulative Structural Priming Effects. Language, Cognition and Neuroscience. 29(6):728-743. Doi: 10.1080/01690965.2011.641387 PMC 4608441 http://purl.flvc.org/fsu/fd/FSU_pmch_26478892

Kaschak, M.P., Kutta, T.J**, and Jones, J.L** (2011). Structural priming as implicit learning: cumulative priming effects and individual differences. Psychonomic Bulletin and Review. 18(6):1133-9. Doi: 10.3758/s13423-011-0157-y PMC 4612612 http://purl.flvc.org/fsu/fd/FSU_pmch_21913001

Kent, S.C**, Wanzek, J.*, and Al Otaiba, S.* (2012). Amount of time in print reading in general education kindergarten classrooms: what does it look like for students at-risk for reading difficulties? Learning Disabilities Research and Practice. 27(2), 56-65. Doi: 10.1111/j.1540-5826.2012.00351.x PMC 3475198 http://purl.flvc.org/fsu/fd/FSU_pmch_23087545

Kent, S.C**, Wanzek, J.*, Petscher, Y*, Al Otaiba, S*, and Kim, Y* (2014). Writing fluency and quality in kindergarten and first grade: the role of attention, reading, transcription, and oral language. Reading and Writing. 27, 113-1188. Doi: 10.1007/s11145-013-9480-1 PMC 4133358 http://purl.flvc.org/fsu/fd/FSU_pmch_25132722

Kim, Y.S.* (2015). Developmental, Component-Based Model of Reading Fluency: An Investigation of Predictors of Word-Reading Fluency, Text-Reading Fluency, and Reading Comprehension. Reading Research Quarterly. 50(4):459-481. Doi: 10.1002/rrq.107 PMC 4590774

Kim, Y.*, Al Otaiba, S*, Folsom Sidler, J**, and Gruelich, L. (2013). Language, literacy, attentional behaviors, and instructional quality predictors of written composition for first graders. Early Childhood Research Quarterly. 28(3), 461-469. Doi: 10.1016/j.ecresq.2013.01.001 PMC 3778931 http://purl.flvc.org/fsu/fd/FSU_pmch_24062600

Kim, Y.*, Al Otaiba, S.*, Folsom, J.S**, Greulich, L., and Puranik, C*. (2014). Evaluating the dimensionality of first-grade written composition. Journal of Speech, Language, and Hearing Research. 51(1), 199211. Doi: 10.1044/1092-4388 PMC 3972623 http://purl.flvc.org/fsu/fd/FSU_pmch_22199203

Kim, Y.*, Al Otaiba, S.*, Puranik, C.*, Folsom, J. S**, and Gruelich, L. (2014). The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners. Reading and Writing. 27 (2), 237-253. Doi: 10.1007/s11145-013-9440-9 PMC 4073102 http://purl.flvc.org/fsu/fd/FSU_pmch_24982590

Kim, Y.*, Al Otaiba, S.*, Puranik, C.*, Sidler Folsom, J**, Greulich, L., and Wagner, R. K. (2011). Componential skills of beginning writing: An exploratory study. Learning and Individual Differences. 21(5), 517-525. Doi: 10.1016/j.lindif.2011.06.004 PMC 3261783 http://purl.flvc.org/fsu/fd/FSU_pmch_22267897

Kim, Y.S.*, Al Otaiba, S.*, and Wanzek, J.*(2015). Kindergarten predictors of third grade writing. Learning and Individual Differences. 37, 27-37. Doi: 10.1016/j.lindif.2014.11.009 PMC 4308812 http://purl.flvc.org/fsu/fd/FSU_pmch_25642118

Kim, Y.S.*, Al Otaiba, S.*, Wanzek, J.*, and Gatlin, B** (2015). Towards an understanding of dimensions, predictors, and gender gap in written composition. Journal of Educational Psychology. 107(1):79-95. Doi: 10.1037/a0037210 PMC 4414052 http://purl.flvc.org/fsu/fd/FSU_pmch_25937667

Kim, Y.*, Apel, K., and Al Otaiba, S.* (2013). The relation of linguistic awareness and vocabulary to word reading and spelling for first-grade students participating in response to intervention. Language, Speech, and Hearing Services in Schools. 44 (4), 337-347. Doi: 10.1044/0161-1461(2013/12-0013) PMC 3852899 http://purl.flvc.org/fsu/fd/FSU_pmch_23833281

Kim, Y.S.*, Gatlin, B.**, Al Otaiba, S*., & Wanzek, J.* (in press). Theorization and an empirical investigation of the component-based and developmental writing fluency construct. Journal of Learning Disabilities. NIHMS828746

Kim, Y.S.*, Park, C.H., and Wagner, R.K. (2014). Is oral/text fluency a ‘bridge’ to reading comprehension? Reading and Writing. 27(1), 79-99. Doi: 10.1007/s11145-013-9434-7 PMC 4267114 http://purl.flvc.org/fsu/fd/FSU_pmch_25653474

Kim, Y.S.*, Puranik, C*., and Otaiba, S.A.*(2015). Developmental trajectories of writing skills in first grade: Examining the effects of SES and language and/or speech impairments. The Elementary School Journal. 115(4):593-613. Doi: 10.1086/681971 PMC 4489844 http://purl.flvc.org/fsu/fd/FSU_pmch_26146410

Kim, Y.S.*, and Schatschneider, C. (2016). Expanding the Developmental Models of Writing: A Direct and Indirect Effects Model of Developmental Writing (DIEW). Journal of Educational Psychology. Doi: http://psycnet.apa.org/doi/10.1037/edu0000129 NIHMS773834

Kim, Y.S.*, Wagner, R. K., and Foster, E**. (2011). Relations among oral reading fluency, silent reading fluency, and reading comprehension: a latent variable study of first-grade readers. Scientific Studies of Reading, 15(4), 338-362. Doi: 10.1080/10888438.2010.493964 PMC 3131673 http://purl.flvc.org/fsu/fd/FSU_pmch_21747658

Kim, Y.S.*, Wagner, R. K., and Lopez, D. (2012). Developmental relations between reading fluency and reading comprehension: A longitudinal study from Grade 1 to Grade 2. Journal of Experimental Child Psychology, 113(1), 93-111. Doi: 10.1016/j.jecp.2012.03.002 PMC 3836363 http://purl.flvc.org/fsu/fd/FSU_pmch_22726256

Kornilov, S.A.**, Landi, N.**, Rakhlin, N., Fang, S.Y., Grigorenko, E.L., and Magnuson, J.S. (2014) Attentional but not pre-attentive neural measures of auditory discrimination are atypical in children with developmental language disorder. Developmental Neuropsychology. 39(7):543-67. Doi: 10.1080/87565641.2014.960964 PMC 4399717

Kornilov, S.A**, Magnuson, J.S., Rakhlin, N., Landi, N.**, and Grigorenko, E.L. (2015). Lexical processing deficits in children with developmental language disorder: An event-related potentials study. Development and Psychopathology. 27(2):459-76. Doi: 10.1017/S0954579415000097 10.1017/S0954579415000097 PMC 4606961 http://purl.flvc.org/fsu/fd/FSU_pmch_25997765

Kornilov, S.**, Rakhlin, N., Koposov, R., Lee, M., Yrigollen, C., Caglayan, A., Magnuson, J., Mane, S., Chang, J., Grigorenko, E. L. (2016). Genome-wide association and exome sequencing study of language disorder in an extended pedigree. Pediatrics, 137(4) e20152469; doi: 10.1542/peds.20152469 PMC 4811310

Kutta, T.J**, and Kaschak, M.P. (2012). Changes in task-extrinsic context do not affect the persistence of long-term cumulative structural priming. Acta Psychologica. 141(3):408-14. Doi: 10.1016/j.actpsy.2012.09.007 PMC 4606932 http://purl.flvc.org/fsu/fd/FSU_pmch_23103416

Landi, N**., Frost, S.J., Mencl, W.E., Preston, J.L., Jacobsen, L.K., Lee, M., Yrigollen**, C., Pugh, K.R., and Grigorenko, E.L. (2013). The COMT Val/met polymorphism is associated with reading related skills and consistent patterns of functional neural activation. Developmental Science. 16(1), 13-23. Doi: 10.1111/j.1467-7687.2012.01180.x PMC 3655431 http://purl.flvc.org/fsu/fd/FSU_pmch_23278923

Lee, J., and Al Otaiba, S*. (2016). End of Kindergarten Spelling Outcomes: How Can Spelling Error Analysis Data Inform Beginning Reading Instruction. Reading and Writing Quarterly. Doi: 10.1080/10573569.2016.1165639. NIHMS834248

Lee, J.A., and Al Otaiba, S.A.* (2015). Socioeconomic and gender group differences in early literacy skills: a multiple-group confirmatory factor analysis approach. Educational Research and Evaluation. 21(1):4059. Doi: 10.1080/13803611.2015.1010545 PMC 4349494 http://purl.flvc.org/fsu/fd/FSU_pmch_25750582

Lerner, M.D**, and Lonigan, C.J. (2014). Examining dimensionality of executive function among preschool children: Unitary versus distinct abilities. Journal of Psychopathology and Behavioral Assessment. 36, 626-639. PMC 4306461 http://purl.flvc.org/fsu/fd/FSU_pmch_25642020

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