(Q34227598)

31 July 2017

title

Accelerating chronically unresponsive children to tier 3 instruction: what level of data is necessary to ensure selection accuracy? (English)

1 reference

31 July 2017

5

Lynn S Fuchs

1 reference

31 July 2017

4

Douglas Fuchs

1 reference

31 July 2017

1

Donald L Compton

1 reference

31 July 2017

Jennifer K Gilbert

2

1 reference

31 July 2017

Joseph R Jenkins

3

1 reference

31 July 2017

Eunsoo Cho

6

1 reference

31 July 2017

Laura A Barquero

7

1 reference

31 July 2017

Bobette Bouton

8

1 reference

31 July 2017

language of work or name

1 reference

6 April 2012

1 reference

Journal of Learning Disabilities

31 July 2017

published in

1 reference

31 July 2017

volume

45

1 reference

31 July 2017

issue

3

1 reference

31 July 2017

page(s)

204-216

1 reference

Selecting at-risk first-grade readers for early intervention: Eliminating false positives and exploring the promise of a two-stage gated screening process

31 July 2017

cites work

1 reference

https://api.crossref.org/works/10.1177%2F0022219412442151

Responsiveness-to-Intervention: Definitions, Evidence, and Implications for the Learning Disabilities Construct

21 January 2018

1 reference

https://api.crossref.org/works/10.1177%2F0022219412442151

Intensifying instruction: Does additional instructional time make a difference for the most at-risk first graders?

21 January 2018

1 reference

https://api.crossref.org/works/10.1177%2F0022219412442151

Predictors of response to intervention of word reading fluency in Dutch

21 January 2018

1 reference

https://api.crossref.org/works/10.1177%2F0022219412442151

Hitting the moving target known as reading development: some thoughts on screening children for secondary interventions

21 January 2018

1 reference

https://api.crossref.org/works/10.1177%2F0022219412442151

A longitudinal study of the development of oral reading fluency in young children at risk for reading failure.

21 January 2018

1 reference

https://api.crossref.org/works/10.1177%2F0022219412442151

Response to varying amounts of time in reading intervention for students with low response to intervention

21 January 2018

1 reference

https://api.crossref.org/works/10.1177%2F0022219412442151

Tiers of intervention in kindergarten through third grade

21 January 2018

1 reference

12 December 2020

Who are the young children for whom best practices in reading are ineffective? An experimental and longitudinal study.

1 reference

12 December 2020

An evaluation of intensive intervention for students with persistent reading difficulties

1 reference

12 December 2020

A longitudinal cluster-randomized controlled study on the accumulating effects of individualized literacy instruction on students' reading from first through third grade

1 reference

12 December 2020

Responsiveness-to-intervention: a decade later

1 reference

12 December 2020

Identifiers

DOI

10.1177/0022219412442151

1 reference

31 July 2017

1 reference