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Laura M. Steacy

University of Connecticut

H指数:17

被引数:944

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Is Set for Variability Performance Dependent on Prior Successful Decoding Attempts for Certain Items? An Item-Level Examination

是否为特定项目的可变性性能设定，取决于先前成功解码尝试的次数？一项基于项目级别的考察

Scientific Studies of Reading

IF2.4

2026-08-180

OAAI

Pressure Points on Representational Quality: Evolving the Traditional Instructional Model for Dyslexia

MIND BRAIN AND EDUCATION

IF2.2

2025-11-010

OAAI

Is the Role of Set for Variability in Word Reading Influenced by Conditions Leading to Partial Decoding?

集在词汇阅读中的变异性作用是否受到导致部分解码条件的影晌？

Scientific Studies of Reading

IF2.4

2025-08-160

PRE

Modeling item-level variance of polysyllabic word reading in developing readers: Exploring semantically related child, word, and child-by-word predictors

JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY

IF2

2024-10-010

PRE

Set for Variability as a Critical Predictor of Word Reading: Potential Implications for Early Identification and Treatment of Dyslexia

READING RESEARCH QUARTERLY

IF4.1

2022-08-177

OA

Unpacking the Unique Relationship Between Set for Variability and Word Reading Development: Examining Word- and Child-Level Predictors of Performance

JOURNAL OF EDUCATIONAL PSYCHOLOGY

IF6.4

2022-08-0111

OA

Exploring the role of knowledge in predicting reading and listening comprehension in fifth grade students

LEARNING AND INDIVIDUAL DIFFERENCES

IF9

2022-08-016

PRE

Modeling and Visualizing the Codevelopment of Word and Nonword Reading in Children From First Through Fourth Grade: Informing Developmental Trajectories of Children With Dyslexia

CHILD DEVELOPMENT

IF3.8

2020-11-2217

PREAI

How the Science of Reading Informs 21st-Century Education

READING RESEARCH QUARTERLY

IF4.1

2020-09-06135

OAAI

Linking Behavioral and Computational Approaches to Better Understand Variant Vowel Pronunciations in Developing Readers

MODELS FOR INNOVATION: ADVANCING APPROACHES TO HIGHER-RISK AND HIGHER-IMPACT LEARNING DISABILITIES SCIENCE

IF0

2019-05-082

OAAI

Exploring Individual Differences in Irregular Word Recognition Among Children With Early-Emerging and Late-Emerging Word Reading Difficulty

JOURNAL OF EDUCATIONAL PSYCHOLOGY

IF6.4

2017-01-0125

OA