Articles with public access mandates - Christopher D. BarrLearn more
Not available anywhere: 6
Helping ELLs meet standards in English language arts and science: An intervention focused on academic vocabulary
D August, L Artzi, C Barr
Reading & Writing Quarterly 32 (4), 373-396, 2016
Mandates: US Institute of Education Sciences
The moderating influence of instructional intensity and word type on the acquisition of academic vocabulary in young English language learners
D August, L Artzi, C Barr, D Francis
Reading and Writing 31, 965-989, 2018
Mandates: US National Institutes of Health
Language of instruction as a moderator for transfer of reading comprehension skills among Spanish-speaking English language learners
MS Carlo, CD Barr, D August, M Calderón, L Artzi
Bilingual Research Journal 37 (3), 287-310, 2014
Mandates: US National Institutes of Health
Towards a dynamic integrative theory of educator stress
TM McIntyre, SE McIntyre, CD Barr, DJ Francis, AC Durand
Educator stress: An occupational health perspective, 261-289, 2017
Mandates: US Institute of Education Sciences, US Department of Education
English learners’ acquisition of academic vocabulary: Instruction matters, but so do word characteristics
D August, P Uccelli, L Artzi, C Barr, DJ Francis
Reading Research Quarterly 56 (3), 559-582, 2021
Mandates: US National Institutes of Health
Issues in research methodology on educator stress
DJ Francis, CD Barr, JS Benoit, TM McIntyre
Educator stress: An occupational health perspective, 439-470, 2017
Mandates: US Institute of Education Sciences, US Department of Education
Available somewhere: 23
Beyond vocabulary: Exploring cross‐disciplinary academic‐language proficiency and its association with reading comprehension
P Uccelli, EP Galloway, CD Barr, A Meneses, CL Dobbs
Reading research quarterly 50 (3), 337-356, 2015
Mandates: US Institute of Education Sciences
Core academic language skills: An expanded operational construct and a novel instrument to chart school-relevant language proficiency in preadolescent and adolescent learners
P Uccelli, CD Barr, CL Dobbs, EP Galloway, A Meneses, E Sánchez
Applied Psycholinguistics 36 (5), 1077-1109, 2015
Mandates: US Institute of Education Sciences
Form effects on the estimation of students' oral reading fluency using DIBELS
DJ Francis, KL Santi, C Barr, JM Fletcher, A Varisco, BR Foorman
Journal of School Psychology 46 (3), 315-342, 2008
Mandates: US National Institutes of Health
Peripheral defocus and myopia progression in myopic children randomly assigned to wear single vision and progressive addition lenses
DA Berntsen, CD Barr, DO Mutti, K Zadnik
Investigative ophthalmology & visual science 54 (8), 5761-5770, 2013
Mandates: US National Institutes of Health
The interdependence continuum: A perspective on the nature of Spanish–English bilingual reading comprehension
CP Proctor, D August, C Snow, CD Barr
Bilingual Research Journal 33 (1), 5-20, 2010
Mandates: US National Institutes of Health
Language maintenance versus language of instruction: Spanish reading development among Latino and Latina bilingual learners
CP Proctor, D August, M Carlo, C Barr
Journal of Social Issues 66 (1), 79-94, 2010
Mandates: US National Institutes of Health
Specifying the academic language skills that support text understanding in the middle grades: The design and validation of the core academic language skills construct and …
CD Barr, P Uccelli, E Phillips Galloway
Language learning 69 (4), 978-1021, 2019
Mandates: US Institute of Education Sciences, US Department of Education
Exploring the cross-linguistic contribution of Spanish and English academic language skills to English text comprehension for middle-grade dual language learners
E Phillips Galloway, P Uccelli, G Aguilar, CD Barr
AERA Open 6 (1), 2332858419892575, 2020
Mandates: US Institute of Education Sciences
The role of cross-disciplinary academic language skills in disciplinary, source-based writing: Investigating the role of core academic language skills in science summarization …
E Phillips Galloway, W Qin, P Uccelli, CD Barr
Reading and Writing 33 (1), 13-44, 2020
Mandates: US Institute of Education Sciences, US Department of Education
Longitudinal study of the feasibility of using ecological momentary assessment to study teacher stress: Objective and self-reported measures.
TM McIntyre, SE McIntyre, CD Barr, PS Woodward, DJ Francis, ...
Journal of Occupational Health Psychology 21 (4), 403, 2016
Mandates: US Institute of Education Sciences, US Department of Education
Morphological errors in monolingual Spanish-speaking children with and without developmental language disorders
A Castilla-Earls, A Auza, AT Pérez-Leroux, K Fulcher-Rood, C Barr
Language, speech, and hearing services in schools 51 (2), 270-281, 2020
Mandates: US National Institutes of Health
Vulnerability of clitics and articles to bilingual effects in typically developing Spanish–English bilingual children
A Castilla-Earls, AT Pérez-Leroux, L Martinez-Nieto, MA Restrepo, C Barr
Bilingualism: Language and Cognition 23 (4), 825-835, 2020
Mandates: US National Institutes of Health
Morphological errors in Spanish-speaking bilingual children with and without developmental language disorders
A Castilla-Earls, AT Pérez-Leroux, K Fulcher-Rood, C Barr
Language, Speech, and Hearing Services in Schools 52 (2), 497-511, 2021
Mandates: US National Institutes of Health
Right ventricular dysfunction in patients with COVID‐19 pneumonitis whose lungs are mechanically ventilated: a multicentre prospective cohort study
PJ McCall, JM Willder, BL Stanley, CM Messow, J Allan, L Gemmell, ...
Anaesthesia 77 (7), 772-784, 2022
Mandates: British Heart Foundation, UK Engineering and Physical Sciences Research …
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