Co-Authors
This is a "connection" page, showing publications co-authored by David Francis and Paulina Kulesz.
Connection Strength
1.410
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Relations between volumetric measures of brain structure and attentional function in spina bifida: utilization of robust statistical approaches. Neuropsychology. 2015 Mar; 29(2):212-25.
Score: 0.490
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Is the treatment weak or the test insensitive: Interrogating item difficulties to elucidate the nature of reading intervention effects. Learn Individ Differ. 2022 Jul; 97.
Score: 0.206
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Effects of semantic reinforcement, semantic discrimination, and affix frequency on new word learning in skilled and less skilled readers in Grades 6 to 12. J Exp Child Psychol. 2021 05; 205:105083.
Score: 0.187
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Bilingual Phonological Awareness: Construct Validation in Grade 1 Spanish-Speaking English Learners. New Dir Child Adolesc Dev. 2019 Jul; 2019(166):79-110.
Score: 0.168
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Extending the Simple View of Reading to Account for Variation Within Readers and Across Texts: The Complete View of Reading (CVRi). Remedial Spec Educ. 2018 Sep; 39(5):274-288.
Score: 0.159
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Developmental changes in reading do not alter the development of visual processing skills: an application of explanatory item response models in grades K-2. Front Psychol. 2015; 6:116.
Score: 0.124
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A Latent Class IRT Approach to Defining and Measuring Language Proficiency. Chin Engl J Educ Meas Eval. 2021 Mar; 2(1):49-73.
Score: 0.047
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The Contribution of Attentional Control and Working Memory to Reading Comprehension and Decoding. Sci Stud Read. 2014; 18(5):325-346.
Score: 0.029