(Q37869278)

24 August 2017

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A meta-analysis of the RTI literature for children at risk for reading disabilities (English)

1 reference

24 August 2017

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0 references

Loan Tran

1

1 reference

24 August 2017

Tori Sanchez

series ordinal

2

1 reference

24 August 2017

Brenda Arellano

series ordinal

3

1 reference

24 August 2017

H Lee Swanson

series ordinal

4

1 reference

24 August 2017

publication date

1 May 2011

1 reference

Journal of Learning Disabilities

24 August 2017

published in

1 reference

24 August 2017

volume

44

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24 August 2017

issue

3

1 reference

24 August 2017

page(s)

283-295

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Do students with and without lexical retrieval weaknesses respond differently to instruction?

24 August 2017

cites work

1 reference

https://api.crossref.org/works/10.1177%2F0022219410378447

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

21 January 2018

1 reference

https://api.crossref.org/works/10.1177%2F0022219410378447

The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations

21 January 2018

1 reference

https://api.crossref.org/works/10.1177%2F0022219410378447

Interventions for Reading Difficulties: A Comparison of Response to Intervention by ELL and EFL Struggling Readers

21 January 2018

1 reference

https://api.crossref.org/works/10.1177%2F0022219410378447

Reading research for students with LD: a meta-analysis of intervention outcomes

21 January 2018

1 reference

https://api.crossref.org/works/10.1177%2F0022219410378447

A meta-analysis of single-subject-design intervention research for students with LD.

21 January 2018

1 reference

https://api.crossref.org/works/10.1177%2F0022219410378447

Intensive remedial instruction for children with severe reading disabilities: immediate and long-term outcomes from two instructional approaches.

21 January 2018

1 reference

https://api.crossref.org/works/10.1177%2F0022219410378447

An investigation of treatment scheduling for phonemic awareness with kindergartners who are at risk for reading difficulties.

21 January 2018

1 reference

https://api.crossref.org/works/10.1177%2F0022219410378447

Differentiating between difficult-to-remediate and readily remediated poor readers: more evidence against the IQ-achievement discrepancy definition of reading disability

21 January 2018

1 reference

https://api.crossref.org/works/10.1177%2F0022219410378447

Identifying predictors of treatment response

21 January 2018

1 reference

https://api.crossref.org/works/10.1177%2F0022219410378447

21 January 2018

Identifiers

DOI

10.1177/0022219410378447

1 reference

24 August 2017

1 reference