C. Barr

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“If you treat me right, I reciprocate”: examining the role of exchange in organizational survey response

Christopher D. Barr, Steven G. Rogelberg, Christiane Spitzmüller, 2006 .

Too stressed out to participate? Examining the relation between stressors and survey response behavior.

K. Stuebing, Christiane Spitzmüller, C. Barr, 2008, Journal of occupational health psychology.

Peripheral defocus and myopia progression in myopic children randomly assigned to wear single vision and progressive addition lenses.

Karla Zadnik, David A. Berntsen, David A Berntsen, 2013, Investigative ophthalmology & visual science.

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 Instrument

C. Barr, P. Uccelli, Emily Phillips Galloway, 2019, Language Learning.

Different Approaches to Equating Oral Reading Fluency Passages

Kristi L. Santi, D. Francis, C. Barr, 2016 .

The Interdependence Continuum: A Perspective on the Nature of Spanish–English Bilingual Reading Comprehension

C. Snow, C. Barr, C. P. Proctor, 2010 .

Issues in Research Methodology on Educator Stress

Julia S. Benoit, D. Francis, C. Barr, 2017 .

Morphological Errors in Spanish-Speaking Bilingual Children With and Without Developmental Language Disorders.

A. Pérez-Leroux, A. Castilla-Earls, C. Barr, 2021, Language, speech, and hearing services in schools.

Longitudinal study of the feasibility of using ecological momentary assessment to study teacher stress: Objective and self-reported measures.

Scott E McIntyre, T. Kamarck, D. Francis, 2016, Journal of occupational health psychology.

Core academic language skills: An expanded operational construct and a novel instrument to chart school-relevant language proficiency in preadolescent and adolescent learners

E. Sanchez, C. Barr, P. Uccelli, 2014, Applied Psycholinguistics.

Exploring the Cross-Linguistic Contribution of Spanish and English Academic Language Skills to English Text Comprehension for Middle-Grade Dual Language Learners

C. Barr, P. Uccelli, Emily Phillips Galloway, 2020, AERA Open.

Cognitive effects of pegylated interferon in individuals with primary brain tumors

M. Hiscock, C. Barr, C. Meyers, 2009, Journal of Neuro-Oncology.

Vulnerability of Clitics and Articles to Bilingual Effects in Typically Developing Spanish-English Bilingual Children.

A. Pérez-Leroux, A. Castilla-Earls, M. Restrepo, 2019, Bilingualism.

The role of cross-disciplinary academic language skills in disciplinary, source-based writing: investigating the role of core academic language skills in science summarization for middle grade writers

C. Barr, P. Uccelli, Wenjuan Qin, 2020, Reading and Writing.

C. Barr, P. Uccelli, Wenjuan Qin, 2019, Reading and Writing.

The moderating influence of instructional intensity and word type on the acquisition of academic vocabulary in young English language learners

C. Barr, D. August, D. Francis, 2018, Reading and Writing.

Does purpose in life or ethnic identity moderate the association for racial discrimination and suicide ideation in racial/ethnic minority emerging adults?

R. Walker, C. Barr, Judy H Hong, 2018, Cultural diversity & ethnic minority psychology.

Beyond Vocabulary: Exploring Cross-Disciplinary Academic-Language Proficiency and Its Association With Reading Comprehension

C. Barr, P. Uccelli, Alejandra Meneses, 2015 .

Language of Instruction as a Moderator for Transfer of Reading Comprehension Skills Among Spanish-Speaking English Language Learners

María S. Carlo, C. Barr, D. August, 2014 .

Clinical and Pathologic Features of Vulvar Intraepithelial Neoplasia in Premenopausal and Postmenopausal Women

D. Mutch, C. Barr, A. Case, 2011, Journal of lower genital tract disease.

Explaining Variation in Findings From Efficacy and Effectiveness Studies for English Reading Interventions for English Learners

S. Vaughn, D. Francis, C. Barr, 2019, Journal of Research on Educational Effectiveness.

Survey Nonrespondents as Bad Soldiers: Examining the Relationship between Organizational Citizenship and Survey Response Behavior

S. Rogelberg, Christiane Spitzmüller, D. Glenn, 2007 .

Form effects on the estimation of students' oral reading fluency using DIBELS.

Jack M Fletcher, David J Francis, Kristi L. Santi, 2008, Journal of school psychology.

Language Maintenance versus Language of Instruction: Spanish Reading Development among Latino and Latina Bilingual Learners

María S. Carlo, C. Barr, C. P. Proctor, 2010 .

Helping ELLs Meet Standards in English Language Arts and Science: An Intervention Focused on Academic Vocabulary

C. Barr, D. August, Lauren Artzi, 2016 .

Towards a Dynamic Integrative Theory of Educator Stress

Scott E McIntyre, D. Francis, C. Barr, 2017 .

The moderating influence of instructional intensity and word type on the acquisition of academic vocabulary in young English language learners

D. Francis, C. Barr, D. August, 2018 .

Abstract 3 Title Page Title: Core Academic Language skills: Moving beyond vocabulary knowledge to predict reading comprehension Authors and Affiliations:

Christopher D. Barr, Paola Uccelli, C. Barr, 2015 .

The Importance of SES, Home and School Language and Literacy Practices, and Oral Vocabulary in Bilingual Children’s English Reading Development

Dorry M. Kenyon, Elizabeth R. Howard, V. Malabonga, 2014 .

Core Academic Language Skills: validating a construct in linguistically dissimilar settings

C. Barr, P. Uccelli, M. MacFarlane, 2020, The Language Learning Journal.

Too stressed out to participate? Examining the relation between stressors and survey response behavior.

K. Stuebing, Christiane Spitzmüller, C. Barr, 2008, Journal of occupational health psychology.

English Learners’ Acquisition of Academic Vocabulary: Instruction Matters, but So Do Word Characteristics

D. Francis, C. Barr, D. August, 2020 .