Melinda S. Bridges, Ph.D.

2009 Speech-Language-Hearing: Science Disorders University of Kansas, Lawrence, KS, United States 
language and literacy
"Melinda Bridges"


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Hugh Catts grad student 2009 University of Kansas
 (The use of a dynamic screening of phonological awareness to predict reading risk for kindergarten students.)
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Catts HW, McIlraith A, Bridges MS, et al. (2016) Viewing a phonological deficit within a multifactorial model of dyslexia Reading and Writing. 30: 613-629
Justice LM, Capps J, Nielsen D, et al. (2016) Use of the curriculum research framework (CRF) for developing a reading-comprehension curricular supplement for the primary grades Elementary School Journal. 116: 459-486
Catts HW, Nielsen DC, Bridges MS, et al. (2015) Early identification of reading disabilities within an RTI framework. Journal of Learning Disabilities. 48: 281-97
Justice LM, Lomax R, O'Connell A, et al. (2015) The Dimensionality of Language Ability in Young Children Child Development. 86: 1948-1965
Gray S, O’Connell AA, Pentimonti J, et al. (2015) The dimensionality of Spanish in young Spanish–english dual-language learners Journal of Speech, Language, and Hearing Research. 58: 754-766
Catts HW, Herrera S, Nielsen DC, et al. (2015) Early prediction of reading comprehension within the simple view framework Reading and Writing
Catts HW, Nielsen DC, Bridges MS, et al. (2014) Early Identification of Reading Comprehension Difficulties. Journal of Learning Disabilities
Barker RM, Bridges MS, Saunders KJ. (2014) Validity of a Non-Speech Dynamic Assessment of Phonemic Awareness via the Alphabetic Principle. Augmentative and Alternative Communication (Baltimore, Md. : 1985)
Catts HW, Fey ME, Weismer SE, et al. (2014) The relationship between language and reading abilities Understanding Individual Differences in Language Development Across the School Years. 144-165
Language, Pratt A, Logan J, et al. (2014) Improving Language-Focused Comprehension Instruction in Primary-Grade Classrooms: Impacts of the Let’s Know! Experimental Curriculum Educational Psychology Review. 26: 357-377
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