Ji Zeng

Developmental and Educational Psychology · 2007–2009

A researcher in the Science corpus: 2 papers; trusts 1 researcher and is trusted by 2 researchers here, as inferred from the citation graph.

Subfields

Whom Ji Zeng trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

  1. Lynn S. Fuchs

Who trusts Ji Zeng overall

  1. J. Carlisle

Papers from Ji Zeng's perspective

Ordered by how strongly the researchers Ji Zeng trusts endorse each paper. Same corpus, a different order for every researcher.

  1. Introduction to Response to Intervention: What, Why, and How Valid Is It?.
  2. The Importance and Decision-Making Utility of a Continuum of Fluency-Based Indicators of Foundational Reading Skills for Third-Grade High-Stakes Outcomes
  3. Conditions for Sustaining Research-Based Practices in Early Reading Instruction
  4. Perceptions and knowledge of preservice and inservice educators about early reading instruction
  5. Measuring teachers’ content knowledge of language and reading
  6. Assessing Intervention Responsiveness: Conceptual and Technical Issues
  7. Grade‐Level Invariance of a Theoretical Causal Structure Predicting Reading Comprehension With Vocabulary and Oral Reading Fluency
  8. Sources of Individual Differences in Reading Comprehension and Reading Fluency.
  9. RTI (Response to Intervention): Rethinking special education for students with reading difficulties (yet again)
  10. Prediction of First-Graders' Growth in Oral Reading Fluency Using Kindergarten Letter Fluency

Their papers