Mercedes Spencer
Mercedes Spencer
Postdoctoral Research Fellow, Vanderbilt University
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Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders’ vocabulary and …
CMD Connor, M Spencer, SL Day, S Giuliani, SW Ingebrand, L McLean, ...
Journal of Educational Psychology 106 (3), 762, 2014
Specific reading comprehension disability: Major problem, myth, or misnomer?
M Spencer, JM Quinn, RK Wagner
Learning Disabilities Research & Practice 29 (1), 3-9, 2014
Statistical learning is related to early literacy-related skills
M Spencer, MP Kaschak, JL Jones, CJ Lonigan
Reading and Writing, 1-24, 2015
Examining the underlying dimensions of morphological awareness and vocabulary knowledge
M Spencer, A Muse, RK Wagner, B Foorman, Y Petscher, ...
Reading and writing 28 (7), 959-988, 2015
Incorporating RTI in a hybrid model of reading disability
M Spencer, RK Wagner, C Schatschneider, JM Quinn, D Lopez, ...
Learning Disability Quarterly 37 (3), 161-171, 2014
Acquiring science and social studies knowledge in kindergarten through fourth grade: Conceptualization, design, implementation, and efficacy testing of content-area literacy …
CMD Connor, J Dombek, EC Crowe, M Spencer, EL Tighe, S Coffinger, ...
Journal of educational psychology 109 (3), 301, 2017
The comprehension problems for second‐language learners with poor reading comprehension despite adequate decoding: A meta‐analysis
M Spencer, RK Wagner
Journal of research in reading 40 (2), 199-217, 2017
Reconsidering the simple view of reading in an intriguing case of equivalent models: Commentary on Tunmer and Chapman (2012)
RK Wagner, SK Herrera, M Spencer, JM Quinn
Journal of learning disabilities 48 (2), 115-119, 2015
The comprehension problems of children with poor reading comprehension despite adequate decoding: A meta-analysis
M Spencer, RK Wagner
Review of educational research 88 (3), 366-400, 2018
Understanding the influence of text complexity and question type on reading outcomes
M Spencer, AF Gilmour, AC Miller, AM Emerson, NM Saha, LE Cutting
Reading and writing 32 (3), 603-637, 2019
The reading comprehension and vocabulary knowledge of children with poor reading comprehension despite adequate decoding: Evidence from a regression-based matching approach.
M Spencer, RK Wagner, Y Petscher
Journal of educational psychology 111 (1), 1, 2019
Investigating predictors of listening comprehension in third-, seventh-, and tenth-grade students: a dominance analysis approach
EL Tighe, M Spencer, C Schatschneider
Reading psychology 36 (8), 700-740, 2015
Considering the role of executive function in reading comprehension: A structural equation modeling approach
M Spencer, MC Richmond, LE Cutting
Scientific Studies of Reading 24 (3), 179-199, 2020
Vocabulary, morphology, and reading comprehension
M Spencer, JM Quinn, RK Wagner
Theories of reading development, 239-256, 2017
Individual differences in phonological awareness and their role in learning to read
JM Quinn, M Spencer, R Wagner
Handbook of individual differences in reading: Reader, text, and context, 80-87, 2015
Language-related longitudinal predictors of arithmetic word problem solving: A structural equation modeling approach
M Spencer, LS Fuchs, D Fuchs
Contemporary Educational Psychology 60, 101825, 2020
Relations among Executive Function, Decoding, and Reading Comprehension: An Investigation of Sex Differences
M Spencer, LE Cutting
Discourse Processes, 1-18, 2020
Item response theory analyses of the Delis-Kaplan Executive Function System card sorting subtest
M Spencer, SJ Cho, LE Cutting
Child Neuropsychology 25 (2), 198-216, 2019
Investigating the factor structure of vocabulary knowledge
M Spencer
Latent Change Score Modeling Approach to Investigating Developmental Relations between Phonological Awareness and Decoding Ability in Early Readers
M Spencer
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