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Florida Center for Reading Research
Toggle navigation
Home
About
5-Year Strategic Plan
Bylaws
Media Kit
News
Projects
Atlanta 323
Accelerating Target Language to Achieve Success (ATLAS)
ARPA - Curriculum Study
Core Knowledge Language Arts (CKLA)
English Learners Voluntary Prekindergarten (EL VPK)
ESSA Evidence-Based Interventions for School Improvement Guides
Florida Learning Disabilities Research Center
Language Leaps
Learning Disabilities Translational Science Collective
Project FLEX
Project VOICES
Project Wordy
National Project on Achievement on Twins (NatPAT) COVID Study
Reading for Understanding
REL Southeast
STELLAR
Teaching Together
Variable Vowel Collaborative
William T. Grant Foundation
Divisions
The Village
QMI
IRD
People
Center Leadership & Core Faculty
Research Faculty and Staff
Administrative Staff
Innovative Research Dissemination
QMI
The Village
Affiliated Faculty
All Faculty and Staff
Alumni Map
Resource Database
Student Experience
Students
Student Products
Campus M.A.P.
Courses
Graduate Career Development Resources
Project TRANSLATE
FIREFLIES
R2D2
Support
Search 🔍
Audience Navigation
For Educators
For Leaders
For Families
For Communities
FCRR Student Center Activities
The Academy
Additional Resources
Home
Elementary School
Development and prediction of context-dependent vowel pronunciation in elementary readers
Parents’ Reading-related Knowledge and Feedback During a Joint Writing Activity
Does seeing a word help you learn it?
The relationship between surface dyslexia and arithmetic skills
Statistical learning in printed words
Understanding prosodic awareness in school-age children’s reading
Do vision problems cause dyslexia?
The Dyslexia Trifecta
ADHD Medication and Genetic Testing
Variable Vowel Collaborative
Pagination
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