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Woodcock Reading Mastery Tests Revised/Normative Update (WRMT-R/NU)
8 references·16 citing·42 second hop
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this work references cited by second hop

References

  • 1961Probabilistic Models for Some Intelligence and Attainment Tests6,956 cited
  • 1985Standards for educational and psychological testing1,480 cited
  • 1990Woodcock-Johnson Psycho-Educational Battery-Revised1,305 cited
  • 2017Wide Range Achievement Test1,252 cited
  • 1974The Peabody Individual Achievement Test451 cited
  • 1989The Tenth mental measurements yearbook256 cited
  • 2013Kaufman Assessment Battery for Children (K-ABC)55 cited
  • 1996Interrelations of Frequently Administered Achievement Measures in the Determination of Specific Learning Disabilities.9 cited

Cited by

  • 2007Student- and instruction-level predictors of narrative writing in third-grade students129 cited
  • 2006Code-oriented instruction for kindergarten students at risk for reading difficulties: A randomized field trial with paraeducator implementers.113 cited
  • 2007The building blocks of writing: Learning to write letters and spell words107 cited
  • 2006Neurophysiological evidence for selective auditory attention deficits in children with specific language impairment103 cited
  • 2007University Students with a Significant Historyof Reading Difficulties:What Is and Is Not Compensated?102 cited
  • 2014Training Literacy Skills through Sign Language101 cited

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work

  • 2008Tracking children who fly below the radar: Latent transition modeling of students with late-emerging reading disability94 cited
  • 2008Repeated reading intervention: Outcomes and interactions with readers' skills and classroom instruction.92 cited
  • 2018Hearing Matters More Than Seeing: A Cross-Modality Study of Statistical Learning and Reading Ability91 cited
  • 2012Identifying high-functioning dyslexics: is self-report of early reading problems enough?91 cited
  • 2010Improvement in reading rate under independent and difficult text levels: Influences on word and comprehension skills.91 cited
  • 2013Multisyllabic Word Reading as a Moderator of Morphological Awareness and Reading Comprehension86 cited
  • 2015Children’s understanding of Aesop’s fables: relations to reading comprehension and theory of mind86 cited
  • 2007Fitting derivational morphophonology into a developmental model of reading84 cited
  • 2005From letter names to word reading: The nascent role of sublexical fluency82 cited
  • 2010Efficacy of supplemental phonics-based instruction for low-skilled kindergarteners in the context of language minority status and classroom phonics instruction.81 cited