| Year |
Citation |
Score |
| 2023 |
Soares S, Boyes ME, Parrila R, Badcock NA. Does reading anxiety impact on academic achievement in higher education students? Dyslexia (Chichester, England). PMID 37165419 DOI: 10.1002/dys.1738 |
0.319 |
|
| 2022 |
Dunn K, Georgiou GK, Inoue T, Savage R, Parrila R. Home and school interventions aided at-risk students' literacy during Covid-19: a longitudinal analysis. Reading and Writing. 1-18. PMID 36406627 DOI: 10.1007/s11145-022-10354-7 |
0.436 |
|
| 2022 |
Jang J, Parrila R, Inoue T. Relations of Vocabulary and Cognitive Skills With Reading Performance of North Korean Students in South Korean Schools. Journal of Psycholinguistic Research. PMID 35316444 DOI: 10.1007/s10936-022-09855-x |
0.437 |
|
| 2022 |
Ottosen HF, Bønnerup KH, Weed E, Parrila R. Identifying dyslexia at the university: assessing phonological coding is not enough. Annals of Dyslexia. PMID 35267134 DOI: 10.1007/s11881-021-00247-9 |
0.353 |
|
| 2021 |
van Viersen S, Protopapas A, Georgiou GK, Parrila R, Ziaka L, De Jong P. EXPRESS: Lexicality Effects on Orthographic Learning in Beginning and Advanced Readers of Dutch: An Eye-tracking Study. Quarterly Journal of Experimental Psychology (2006). 17470218211047420. PMID 34491141 DOI: 10.1177/17470218211047420 |
0.341 |
|
| 2021 |
Georgiou GK, Inoue T, Parrila R. Do Reading and Arithmetic Fluency Share the Same Cognitive Base? Frontiers in Psychology. 12: 709448. PMID 34393949 DOI: 10.3389/fpsyg.2021.709448 |
0.425 |
|
| 2021 |
Georgiou GK, Inoue T, Parrila R. Developmental Relations Between Home Literacy Environment, Reading Interest, and Reading Skills: Evidence From a 3-Year Longitudinal Study. Child Development. PMID 34041749 DOI: 10.1111/cdev.13589 |
0.444 |
|
| 2021 |
Martinez D, Georgiou GK, Inoue T, Falcón A, Parrila R. How does rapid automatized naming influence orthographic knowledge? Journal of Experimental Child Psychology. 204: 105064. PMID 33445106 DOI: 10.1016/j.jecp.2020.105064 |
0.465 |
|
| 2020 |
Inoue T, Manolitsis G, de Jong PF, Landerl K, Parrila R, Georgiou GK. Home Literacy Environment and Early Literacy Development Across Languages Varying in Orthographic Consistency. Frontiers in Psychology. 11: 1923. PMID 32849130 DOI: 10.3389/Fpsyg.2020.01923 |
0.549 |
|
| 2020 |
Georgiou GK, Parrila R. What mechanism underlies the rapid automatized naming-reading relation? Journal of Experimental Child Psychology. 104840. PMID 32172942 DOI: 10.1016/J.Jecp.2020.104840 |
0.562 |
|
| 2020 |
Parrila R, Georgiou GK, Papadopoulos TC. Dyslexia in a consistent orthography: Evidence from reading-level match design. Dyslexia (Chichester, England). PMID 32011776 DOI: 10.1002/Dys.1650 |
0.452 |
|
| 2020 |
Georgiou GK, Savage R, Dunn K, Bowers P, Parrila R. Examining the effects of Structured Word Inquiry on the reading and spelling skills of persistently poor Grade 3 readers Journal of Research in Reading. DOI: 10.1111/1467-9817.12325 |
0.522 |
|
| 2020 |
Inoue T, Georgiou GK, Muroya N, Hosokawa M, Maekawa H, Parrila R. Predicting the Early Growth of Word and Nonword Reading Fluency in a Consistent Syllabic Orthography. Journal of Research in Reading. 43: 364-381. DOI: 10.1111/1467-9817.12317 |
0.444 |
|
| 2019 |
Parrila R, Dudley D, Song S, Georgiou GK. A meta-analysis of reading-level match dyslexia studies in consistent alphabetic orthographies. Annals of Dyslexia. PMID 31664608 DOI: 10.1007/S11881-019-00187-5 |
0.506 |
|
| 2019 |
Bønnerup KH, Pedersen AL, Weed E, Parrila R. Differences in the literacy skills of Danish dyslexic students in two types of higher education programmes. Dyslexia (Chichester, England). PMID 31025492 DOI: 10.1002/Dys.1617 |
0.437 |
|
| 2019 |
MacKay EJ, Larcohe A, Parrila R, Deacon SH. A beginning exploration of text generation abilities in university students with a history of reading difficulties. Dyslexia (Chichester, England). PMID 30838720 DOI: 10.1002/Dys.1610 |
0.507 |
|
| 2019 |
Georgiou GK, Torppa M, Landerl K, Desrochers A, Manolitsis G, de Jong PF, Parrila R. Reading and Spelling Development Across Languages Varying in Orthographic Consistency: Do Their Paths Cross? Child Development. PMID 30681137 DOI: 10.1111/Cdev.13218 |
0.544 |
|
| 2019 |
Protopapas A, Parrila R. Dyslexia: Still Not a Neurodevelopmental Disorder. Brain Sciences. 9. PMID 30634674 DOI: 10.3390/Brainsci9010009 |
0.345 |
|
| 2019 |
Savage R, Georgiou G, Parrila R, Maiorino K, Dunn K, Burgos G. The Effects of Teaching Complex Grapheme-Phoneme Correspondences: Evidence from a Dual Site Cluster Trial with At-Risk Grade 2 Students Scientific Studies of Reading. 24: 321-337. DOI: 10.1080/10888438.2019.1669607 |
0.307 |
|
| 2019 |
Manolitsis G, Georgiou GK, Inoue T, Parrila R. Are morphological awareness and literacy skills reciprocally related? Evidence from a cross-linguistic study. Journal of Educational Psychology. 111: 1362-1381. DOI: 10.1037/Edu0000354 |
0.567 |
|
| 2019 |
Metsala JL, Parrila R, Conrad NJ, Deacon SH. Morphological awareness and reading achievement in university students Applied Psycholinguistics. 40: 743-763. DOI: 10.1017/S0142716418000826 |
0.542 |
|
| 2018 |
Protopapas A, Parrila R. Is Dyslexia a Brain Disorder? Brain Sciences. 8. PMID 29621138 DOI: 10.3390/Brainsci8040061 |
0.379 |
|
| 2018 |
Georgiou GK, Ghazyani R, Parrila R. Are RAN deficits in university students with dyslexia due to defective lexical access, impaired anchoring, or slow articulation? Annals of Dyslexia. PMID 29511958 DOI: 10.1007/S11881-018-0156-Z |
0.414 |
|
| 2018 |
Landerl K, Freudenthaler HH, Heene M, De Jong PF, Desrochers A, Manolitsis G, Parrila R, Georgiou GK. Phonological Awareness and Rapid Automatized Naming as Longitudinal Predictors of Reading in Five Alphabetic Orthographies with Varying Degrees of Consistency Scientific Studies of Reading. 23: 220-234. DOI: 10.1080/10888438.2018.1510936 |
0.531 |
|
| 2018 |
Wijaythilake MADK, Parrila R, Inoue T, Nag S. Instruction Matters to the Development of Phoneme Awareness and Its Relationship to Akshara Knowledge and Word Reading: Evidence from Sinhala Scientific Studies of Reading. 22: 420-433. DOI: 10.1080/10888438.2018.1466890 |
0.471 |
|
| 2018 |
Inoue T, Georgiou GK, Parrila R, Kirby JR. Examining an Extended Home Literacy Model: The Mediating Roles of Emergent Literacy Skills and Reading Fluency Scientific Studies of Reading. 22: 273-288. DOI: 10.1080/10888438.2018.1435663 |
0.452 |
|
| 2018 |
Savage R, Georgiou G, Parrila R, Maiorino K. Preventative Reading Interventions Teaching Direct Mapping of Graphemes in Texts and Set-for-Variability Aid At-Risk Learners Scientific Studies of Reading. 22: 225-247. DOI: 10.1080/10888438.2018.1427753 |
0.407 |
|
| 2018 |
INOUE T, GEORGIOU GK, IMANAKA H, OSHIRO T, KITAMURA H, MAEKAWA H, PARRILA R. Cross-script transfer of word reading fluency in a mixed writing system: Evidence from a longitudinal study in Japanese Applied Psycholinguistics. 40: 235-251. DOI: 10.1017/S0142716418000541 |
0.518 |
|
| 2018 |
Wijaythilake MADK, Parrila R, Inoue T, Nag S. Cognitive predictors of word reading in Sinhala Reading and Writing. 32: 1881-1907. DOI: 10.1007/S11145-018-9927-5 |
0.543 |
|
| 2017 |
Hebert M, Zhang X, Parrila R. Examining reading comprehension text and question answering time differences in university students with and without a history of reading difficulties. Annals of Dyslexia. PMID 29150819 DOI: 10.1007/S11881-017-0153-7 |
0.509 |
|
| 2017 |
Seifert T, Deacon SH, Tucker R, Bergey BW, Laroche A, Parrila R. Personalized Outreach to University Students With a History of Reading Difficulties: Early Screening and Outreach to Support Academically At-Risk Students Journal of College Student Development. 58: 432-450. DOI: 10.1353/Csd.2017.0032 |
0.388 |
|
| 2017 |
Inoue T, Georgiou GK, Muroya N, Maekawa H, Parrila R. Can earlier literacy skills have a negative impact on future home literacy activities? Evidence from Japanese Journal of Research in Reading. 41: 159-175. DOI: 10.1111/1467-9817.12109 |
0.34 |
|
| 2017 |
Muroya N, Inoue T, Hosokawa M, Georgiou GK, Maekawa H, Parrila R. The Role of Morphological Awareness in Word Reading Skills in Japanese: A Within-Language Cross-Orthographic Perspective Scientific Studies of Reading. 21: 449-462. DOI: 10.1080/10888438.2017.1323906 |
0.58 |
|
| 2017 |
Inoue T, Georgiou GK, Muroya N, Maekawa H, Parrila R. Cognitive predictors of literacy acquisition in syllabic Hiragana and morphographic Kanji Reading and Writing. 30: 1335-1360. DOI: 10.1007/S11145-017-9726-4 |
0.508 |
|
| 2016 |
Pedersen HF, Fusaroli R, Lauridsen LL, Parrila R. Reading Processes of University Students with Dyslexia - An Examination of the Relationship between Oral Reading and Reading Comprehension. Dyslexia (Chichester, England). PMID 27730707 DOI: 10.1002/Dys.1542 |
0.524 |
|
| 2016 |
Georgiou GK, Parrila R, Papadopoulos TC. The anatomy of the RAN-reading relationship Reading and Writing. 1-23. DOI: 10.1007/S11145-016-9653-9 |
0.433 |
|
| 2015 |
Georgiou GK, Aro M, Liao CH, Parrila R. Modeling the relationship between rapid automatized naming and literacy skills across languages varying in orthographic consistency. Journal of Experimental Child Psychology. 143: 48-64. PMID 26615467 DOI: 10.1016/J.Jecp.2015.10.017 |
0.532 |
|
| 2015 |
Bergey BW, Deacon SH, Parrila RK. Metacognitive Reading and Study Strategies and Academic Achievement of University Students With and Without a History of Reading Difficulties. Journal of Learning Disabilities. PMID 26229067 DOI: 10.1177/0022219415597020 |
0.37 |
|
| 2015 |
Chevalier TM, Parrila R, Ritchie KC, Deacon SH. The Role of Metacognitive Reading Strategies, Metacognitive Study and Learning Strategies, and Behavioral Study and Learning Strategies in Predicting Academic Success in Students With and Without a History of Reading Difficulties. Journal of Learning Disabilities. PMID 26025926 DOI: 10.1177/0022219415588850 |
0.409 |
|
| 2015 |
Grace A, Kemp N, Martin FH, Parrila R. Undergraduates’ attitudes to text messaging language use and intrusions of textisms into formal writing New Media and Society. 17: 792-809. DOI: 10.1177/1461444813516832 |
0.419 |
|
| 2014 |
McQuarrie L, Parrila R. Literacy and linguistic development in bilingual deaf children: implications of the "and" for phonological processing. American Annals of the Deaf. 159: 372-84. PMID 25669019 DOI: 10.1353/Aad.2014.0034 |
0.479 |
|
| 2014 |
Protopapas A, Parrila R, Simos PG. In Search of Matthew Effects in Reading. Journal of Learning Disabilities. PMID 25428424 DOI: 10.1177/0022219414559974 |
0.371 |
|
| 2014 |
Al Dahhan N, Georgiou GK, Hung R, Munoz D, Parrila R, Kirby JR. Eye movements of university students with and without reading difficulties during naming speed tasks. Annals of Dyslexia. 64: 137-50. PMID 24723032 DOI: 10.1007/S11881-013-0090-Z |
0.421 |
|
| 2014 |
Wijayathilake MADK, Parrila R. Predictors of word reading skills in good and struggling readers in Sinhala Writing Systems Research. 6: 120-131. DOI: 10.1080/17586801.2013.846844 |
0.522 |
|
| 2014 |
Georgiou GK, Aro M, Liao C, Parrila R. The Contribution of RAN Pause Time and Articulation Time to Reading Across Languages: Evidence From a More Representative Sample of Children Scientific Studies of Reading. 19: 135-144. DOI: 10.1080/10888438.2014.956927 |
0.506 |
|
| 2014 |
Steacy LM, Kirby JR, Parrila R, Compton DL. Classification of Double Deficit Groups Across Time: An Analysis of Group Stability From Kindergarten to Second Grade Scientific Studies of Reading. 18: 255-273. DOI: 10.1080/10888438.2013.873936 |
0.42 |
|
| 2014 |
Grace A, Kemp N, Martin FH, Parrila R. Undergraduates' text messaging language and literacy skills Reading and Writing. 27: 855-873. DOI: 10.1007/S11145-013-9471-2 |
0.543 |
|
| 2013 |
Georgiou GK, Parrila R, Cui Y, Papadopoulos TC. Why is rapid automatized naming related to reading? Journal of Experimental Child Psychology. 115: 218-25. PMID 23384823 DOI: 10.1016/J.Jecp.2012.10.015 |
0.448 |
|
| 2013 |
Wang SY, Parrila R, Cui Y. Meta-analysis of social skills interventions of single-case research for individuals with autism spectrum disorders: results from three-level HLM. Journal of Autism and Developmental Disorders. 43: 1701-16. PMID 23212808 DOI: 10.1007/S10803-012-1726-2 |
0.507 |
|
| 2013 |
Georgiou GK, Manolitsis G, Zhang X, Parrila R, Nurmi JE. Examining the developmental dynamics between achievement strategies and different literacy skills International Journal of Behavioral Development. 37: 173-181. DOI: 10.1177/0165025413477007 |
0.45 |
|
| 2013 |
Torppa M, Parrila R, Niemi P, Lerkkanen MK, Poikkeus AM, Nurmi JE. The double deficit hypothesis in the transparent Finnish orthography: A longitudinal study from kindergarten to Grade 2 Reading and Writing. 26: 1353-1380. DOI: 10.1007/S11145-012-9423-2 |
0.474 |
|
| 2012 |
Papadopoulos TC, Georgiou GK, Parrila RK. Low-level deficits in beat perception: neither necessary nor sufficient for explaining developmental dyslexia in a consistent orthography. Research in Developmental Disabilities. 33: 1841-56. PMID 22695074 DOI: 10.1016/j.ridd.2012.04.009 |
0.444 |
|
| 2012 |
Deacon SH, Cook K, Parrila R. Identifying high-functioning dyslexics: is self-report of early reading problems enough? Annals of Dyslexia. 62: 120-34. PMID 22446966 DOI: 10.1007/S11881-012-0068-2 |
0.406 |
|
| 2012 |
Georgiou GK, Papadopoulos TC, Zarouna E, Parrila R. Are auditory and visual processing deficits related to developmental dyslexia? Dyslexia (Chichester, England). 18: 110-29. PMID 22419585 DOI: 10.1002/Dys.1439 |
0.41 |
|
| 2012 |
Georgiou GK, Papadopoulos TC, Fella A, Parrila R. Rapid naming speed components and reading development in a consistent orthography. Journal of Experimental Child Psychology. 112: 1-17. PMID 22297121 DOI: 10.1016/J.Jecp.2011.11.006 |
0.504 |
|
| 2012 |
Grace A, Kemp N, Martin FH, Parrila R. Undergraduates' use of text messaging language: Effects of country and collection method Writing Systems Research. 4: 167-184. DOI: 10.1080/17586801.2012.712875 |
0.395 |
|
| 2012 |
Kirby JR, Deacon SH, Bowers PN, Izenberg L, Wade-Woolley L, Parrila R. Children's morphological awareness and reading ability Reading and Writing. 25: 389-410. DOI: 10.1007/S11145-010-9276-5 |
0.567 |
|
| 2012 |
Georgiou GK, Torppa M, Manolitsis G, Lyytinen H, Parrila R. Longitudinal predictors of reading and spelling across languages varying in orthographic consistency Reading and Writing. 25: 321-346. DOI: 10.1007/S11145-010-9271-X |
0.52 |
|
| 2011 |
Kirby JR, Ball A, Geier BK, Parrila R, Wade-Woolley L. The development of reading interest and its relation to reading ability Journal of Research in Reading. 34: 263-280. DOI: 10.1111/J.1467-9817.2010.01439.X |
0.557 |
|
| 2011 |
Tong X, Deacon SH, Kirby JR, Cain K, Parrila R. Morphological awareness: A key to understanding poor reading comprehension in english Journal of Educational Psychology. 103: 523-534. DOI: 10.1037/A0023495 |
0.535 |
|
| 2011 |
Wang SY, Cui Y, Parrila R. Examining the effectiveness of peer-mediated and video-modeling social skills interventions for children with autism spectrum disorders: A meta-analysis in single-case research using HLM Research in Autism Spectrum Disorders. 5: 562-569. DOI: 10.1016/J.Rasd.2010.06.023 |
0.32 |
|
| 2011 |
Manolitsis G, Georgiou GK, Parrila R. Revisiting the home literacy model of reading development in an orthographically consistent language Learning and Instruction. 21: 496-505. DOI: 10.1016/J.Learninstruc.2010.06.005 |
0.552 |
|
| 2011 |
Georgiou GK, Hirvonen R, Liao CH, Manolitsis G, Parrila R, Nurmi JE. The role of achievement strategies on literacy acquisition across languages Contemporary Educational Psychology. 36: 130-141. DOI: 10.1016/J.Cedpsych.2011.01.001 |
0.506 |
|
| 2010 |
Georgiou GK, Protopapas A, Papadopoulos TC, Skaloumbakas C, Parrila R. Auditory temporal processing and dyslexia in an orthographically consistent language. Cortex; a Journal Devoted to the Study of the Nervous System and Behavior. 46: 1330-44. PMID 20678760 DOI: 10.1016/J.Cortex.2010.06.006 |
0.437 |
|
| 2010 |
Mahapatra S, Das JP, Stack-Cutler H, Parrila R. Remediating reading comprehension difficulties: A cognitive processing approach Reading Psychology. 31: 428-453. DOI: 10.1080/02702710903054915 |
0.422 |
|
| 2010 |
Silinskas G, Leppänen U, Aunola K, Parrila R, Nurmi JE. Predictors of mothers' and fathers' teaching of reading and mathematics during kindergarten and Grade 1 Learning and Instruction. 20: 61-71. DOI: 10.1016/J.Learninstruc.2009.01.002 |
0.434 |
|
| 2010 |
Georgiou GK, Manolitsis G, Nurmi JE, Parrila R. Does task-focused versus task-avoidance behavior matter for literacy development in an orthographically consistent language? Contemporary Educational Psychology. 35: 1-10. DOI: 10.1016/J.Cedpsych.2009.07.001 |
0.489 |
|
| 2010 |
Silinskas G, Parrila R, Lerkkanen MK, Poikkeus AM, Niemi P, Nurmi JE. Mothers' reading-related activities at home and learning to read during kindergarten European Journal of Psychology of Education. 25: 243-264. DOI: 10.1007/S10212-010-0014-9 |
0.485 |
|
| 2009 |
McQuarrie L, Parrila R. Phonological representations in deaf children: rethinking the "functional equivalence" hypothesis. Journal of Deaf Studies and Deaf Education. 14: 137-54. PMID 18635579 DOI: 10.1093/Deafed/Enn025 |
0.44 |
|
| 2009 |
Kemp N, Parrila RK, Kirby JR. Phonological and orthographic spelling in high-functioning adult dyslexics. Dyslexia (Chichester, England). 15: 105-28. PMID 18489012 DOI: 10.1002/Dys.364 |
0.448 |
|
| 2009 |
Roman AA, Kirby JR, Parrila RK, Wade-Woolley L, Deacon SH. Toward a comprehensive view of the skills involved in word reading in Grades 4, 6, and 8 Journal of Experimental Child Psychology. 102: 96-113. PMID 18329037 DOI: 10.1016/j.jecp.2008.01.004 |
0.435 |
|
| 2009 |
Georgiou GK, Parrila R, Kirby JR. RAN components and reading development from grade 3 to grade 5: What underlies their relationship? Scientific Studies of Reading. 13: 508-534. DOI: 10.1080/10888430903034796 |
0.494 |
|
| 2009 |
Manolitsis G, Georgiou G, Stephenson K, Parrila R. Beginning to read across languages varying in orthographic consistency: Comparing the effects of non-cognitive and cognitive predictors Learning and Instruction. 19: 466-480. DOI: 10.1016/J.Learninstruc.2008.07.003 |
0.51 |
|
| 2008 |
Corkett JK, Parrila R. Use of context in the word recognition process by adults with a significant history of reading difficulties. Annals of Dyslexia. 58: 139-61. PMID 18825501 DOI: 10.1007/S11881-008-0018-1 |
0.519 |
|
| 2008 |
Kirby JR, Silvestri R, Allingham BH, Parrila R, La Fave CB. Learning strategies and study approaches of postsecondary students with dyslexia. Journal of Learning Disabilities. 41: 85-96. PMID 18274505 DOI: 10.1177/0022219407311040 |
0.398 |
|
| 2008 |
PARRILA R. The Multiple Systems Model of Reading : Understanding Reading Disabilities and Their Effect on Academic Achievement Across Individuals and Orthographies The Japanese Journal of Special Education. 45: 383-404. DOI: 10.6033/tokkyou.45.383 |
0.313 |
|
| 2008 |
Georgiou GK, Parrila R, Kirby JR, Stephenson K. Rapid naming components and their relationship with phonological awareness, orthographic knowledge, speed of processing, and different reading outcomes Scientific Studies of Reading. 12: 325-350. DOI: 10.1080/10888430802378518 |
0.484 |
|
| 2008 |
Stephenson KA, Parrila RK, Georgiou GK, Kirby JR. Effects of home literacy, parents' beliefs, and children's task-focused behavior on emergent literacy and word reading skills Scientific Studies of Reading. 12: 24-50. DOI: 10.1080/10888430701746864 |
0.389 |
|
| 2008 |
Georgiou GK, Parrila R, Papadopoulos TC. Predictors of Word Decoding and Reading Fluency Across Languages Varying in Orthographic Consistency Journal of Educational Psychology. 100: 566-580. DOI: 10.1037/0022-0663.100.3.566 |
0.563 |
|
| 2008 |
Georgiou GK, Parrila R, Liao CH. Rapid naming speed and reading across languages that vary in orthographic consistency Reading and Writing. 21: 885-903. DOI: 10.1007/S11145-007-9096-4 |
0.541 |
|
| 2008 |
Liao CH, Georgiou GK, Parrila R. Rapid naming speed and Chinese character recognition Reading and Writing. 21: 231-253. DOI: 10.1007/S11145-007-9071-0 |
0.434 |
|
| 2006 |
Deacon SH, Parrila R, Kirby JR. Processing of derived forms in high-functioning dyslexics. Annals of Dyslexia. 56: 103-28. PMID 17849210 DOI: 10.1007/S11881-006-0005-3 |
0.418 |
|
| 2006 |
Georgiou GK, Parrila R, Kirby J. Rapid naming speed components and early reading acquisition Scientific Studies of Reading. 10: 199-220. DOI: 10.1207/S1532799Xssr1002_4 |
0.497 |
|
| 2005 |
Parrila R, Aunola K, Leskinen E, Nurmi JE, Kirby JR. Development of individual differences in reading: Results from longitudinal studies in English and Finnish Journal of Educational Psychology. 97: 299-319. DOI: 10.1037/0022-0663.97.3.299 |
0.472 |
|
| 2004 |
Parrila R, Kirby JR, McQuarrie L. Articulation rate, naming speed, verbal short-term memory, and phonological awareness: Longitudinal predictors of early reading development? Scientific Studies of Reading. 8: 3-26. DOI: 10.1207/S1532799Xssr0801_2 |
0.505 |
|
| 2003 |
Papadopoulos TC, Das JP, Parrila RK, Kirby JR. Children at risk for developing reading difficulties: A remediation study School Psychology International. 24: 340-366. DOI: 10.1177/01430343030243006 |
0.425 |
|
| 2003 |
Kirby JR, Parrila RK, Pfeiffer SL. Naming Speed and Phonological Awareness as Predictors of Reading Development Journal of Educational Psychology. 95: 453-464. |
0.392 |
|
| 2000 |
Parrila RK, Das J, Kendrick ME, Papadopoulos TC, Kirby JR. Efficacy of a Cognitive Reading Remediation Program For At-Risk Children in Grade 1 Journal of Cognitive Education and Psychology. 1: 114-139. DOI: 10.1891/194589500787383562 |
0.381 |
|
| 1999 |
Kirby JR, Parrila RK. Theory-based prediction of early reading Alberta Journal of Educational Research. 45: 428-447. |
0.42 |
|
| 1995 |
Parrila RK. Vygotskian Views on Language and Planning in Children School Psychology International. 16: 167-183. DOI: 10.1177/0143034395162007 |
0.302 |
|
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