Melinda S. Bridges, Ph.D.
Affiliations: | 2009 | Speech-Language-Hearing: Science Disorders | University of Kansas, Lawrence, KS, United States |
Area:
language and literacyGoogle:
"Melinda Bridges"Parents
Sign in to add mentor| 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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Publications
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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 |