Christopher D. Barr
Christopher D. Barr
Rice University, Office of Research
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Cited by
Cited by
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
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
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
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
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
“If you treat me right, I reciprocate”: Examining the role of exchange in organizational survey response
C Spitzmüller, DM Glenn, CD Barr, SG Rogelberg, P Daniel
Journal of Organizational Behavior: The International Journal of Industrial …, 2006
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
Too stressed out to participate? Examining the relation between stressors and survey response behavior.
CD Barr, C Spitzmüller, KK Stuebing
Journal of occupational health psychology 13 (3), 232, 2008
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
The importance of SES, home and school language and literacy practices, and oral vocabulary in bilingual children’s English reading development
ER Howard, MM Páez, DL August, CD Barr, D Kenyon, V Malabonga
Bilingual Research Journal 37 (2), 120-141, 2014
Survey nonrespondents as bad soldiers: Examining the relationship between organizational citizenship and survey response behavior
C Spitzmüller, DM Glenn, MM Sutton, CD Barr, SG Rogelberg
International Journal of Selection and Assessment 15 (4), 449-459, 2007
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 (4), 965-989, 2018
Clinical and pathologic features of vulvar intraepithelial neoplasia in premenopausal and postmenopausal women
EK Nugent, RA Brooks, CD Barr, AS Case, DG Mutch, LS Massad
Journal of lower genital tract disease 15 (1), 15-19, 2011
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
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
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
Effect size reporting in applied psychology: How are we doing
EM Dunleavy, CD Barr, DM Glenn, KR Miller
The Industrial-Organizational Psychologist 43 (4), 29-37, 2006
Beyond vocabulary: Core Academic Language Skills (CALS) that support text comprehension
P Uccelli, E Phillips Galloway, C Barr, A Meneses, C Dobbs
Reading Research Quarterly 50 (3), 261-359, 2015
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
Towards a dynamic integrative theory of educator stress
TM McIntyre, SE McIntyre, CD Barr, DJ Francis, AC Durand
Educator Stress, 261-289, 2017
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