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William E. Nagy

Seattle Pacific University
University of Illinois at Urbana–Champaign

95

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Morphological awareness and reading comprehension: Differential mediation mechanisms in native English speakers, fluent English learners, and limited English learners

2020 Journal of Experimental Child Psychology
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Effective instruction for persisting dyslexia in upper grades: Adding hope stories and computer coding to explicit literacy instruction

2018 Education and Information Technologies
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Language Bases of Spelling in Writing during Early and Middle Childhood: Grounding Applications to Struggling Writers in Typical Writing Development

2017
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Relationships between Eye Movements during Sentence Reading Comprehension, Word Spelling and Reading, and DTI and fmri Connectivity In Students with and without Dysgraphia or Dyslexia

2017
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Relationships of Attention and Executive Functions to Oral Language, Reading, and Writing Skills and Systems in Middle Childhood and Early Adolescence

2017 Journal of Learning Disabilities
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Relationships between language input and letter output modes in writing notes and summaries for students in grades 4 to 9 with persisting writing disabilities.

2017 Assistive Technology
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Brain connectivity associated with cascading levels of language.

2016
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Idea units in notes and summaries for read texts by keyboard and pencil in middle childhood students with specific learning disabilities: Cognitive and brain findings

2016 Trends in Neuroscience and Education
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Coding, reading, and writing: Integrated instruction in written language

2016 VL/HCC | Symposium on Visual Languages and Human-Centric Computing
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Relationships of French and English Morphophonemic Orthographies to Word Reading, Spelling, and Reading Comprehension during Early and Middle Childhood.

2016 Canadian Journal of School Psychology
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Citations (8)