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Journal of Educational Psychology
|
October 14, 2014
Effects of Tier 3 Intervention for Students With Persistent Reading Difficulties and Characteristics of Inadequate Responders
Carolyn A Denton, Tammy D Tolar, Jack M Fletcher, et al.
Review of Educational Research
|
November 5, 2015
Are Child Cognitive Characteristics Strong Predictors of Responses to Intervention? A Meta-Analysis
Karla K Stuebing, Amy E Barth, Lisa H Trahan, et al.
Assessment for Effective Intervention : Official Journal of the Council for Educational Diagnostic Services
|
November 6, 2012
Psychometric Properties of Maze Tasks in Middle School Students
Tammy D Tolar, Amy E Barth, David J Francis, et al.
Reading Psychology
|
October 23, 2012
Reliability and Validity of Oral Reading Fluency Median and Mean Scores among Middle Grade Readers When Using Equated Texts
Amy E Barth, Karla K Stuebing, Jack M Fletcher, et al.
Journal of the International Neuropsychological Society : JINS
|
March 20, 2010
A test of the cerebellar hypothesis of dyslexia in adequate and inadequate responders to reading intervention
Amy E Barth, Carolyn A Denton, Karla K Stuebing, et al.
School Psychology Review
|
November 6, 2012
Cognitive Correlates of Inadequate Response to Reading Intervention
Jack M Fletcher, Karla K Stuebing, Amy E Barth, et al.
Scientific Studies of Reading : the Official Journal of the Society for the Scientific Study of Reading
|
June 4, 2011
The Relations Among Oral and Silent Reading Fluency and Comprehension in Middle School: Implications for Identification and Instruction of Students With Reading Difficulties
Carolyn A Denton, Amy E Barth, Jack M Fletcher, et al.
Journal of Research on Educational Effectiveness
|
July 29, 2011
An Experimental Study of Scheduling and Duration of "Tier 2" First-Grade Reading Intervention
Carolyn A Denton, Paul T Cirino, Amy E Barth, et al.
Learning and Individual Differences
|
December 17, 2008
Agreement among response to intervention criteria for identifying responder status
Amy E Barth, Karla K Stuebing, Jason L Anthony, et al.
Learning and Individual Differences
|
January 9, 2009
Response to Intervention with Older Students with Reading Difficulties
Sharon Vaughn, Jack M Fletcher, David J Francis, et al.
Page
of 4
Search research articles
Search
Showing results (21-30 of 31) with videos related to
Sort By:
Page
of 4
Journal of Educational Psychology
|
October 14, 2014
Effects of Tier 3 Intervention for Students With Persistent Reading Difficulties and Characteristics of Inadequate Responders
Carolyn A Denton, Tammy D Tolar, Jack M Fletcher, et al.
Review of Educational Research
|
November 5, 2015
Are Child Cognitive Characteristics Strong Predictors of Responses to Intervention? A Meta-Analysis
Karla K Stuebing, Amy E Barth, Lisa H Trahan, et al.
Assessment for Effective Intervention : Official Journal of the Council for Educational Diagnostic Services
|
November 6, 2012
Psychometric Properties of Maze Tasks in Middle School Students
Tammy D Tolar, Amy E Barth, David J Francis, et al.
Reading Psychology
|
October 23, 2012
Reliability and Validity of Oral Reading Fluency Median and Mean Scores among Middle Grade Readers When Using Equated Texts
Amy E Barth, Karla K Stuebing, Jack M Fletcher, et al.
Journal of the International Neuropsychological Society : JINS
|
March 20, 2010
A test of the cerebellar hypothesis of dyslexia in adequate and inadequate responders to reading intervention
Amy E Barth, Carolyn A Denton, Karla K Stuebing, et al.
School Psychology Review
|
November 6, 2012
Cognitive Correlates of Inadequate Response to Reading Intervention
Jack M Fletcher, Karla K Stuebing, Amy E Barth, et al.
Scientific Studies of Reading : the Official Journal of the Society for the Scientific Study of Reading
|
June 4, 2011
The Relations Among Oral and Silent Reading Fluency and Comprehension in Middle School: Implications for Identification and Instruction of Students With Reading Difficulties
Carolyn A Denton, Amy E Barth, Jack M Fletcher, et al.
Journal of Research on Educational Effectiveness
|
July 29, 2011
An Experimental Study of Scheduling and Duration of "Tier 2" First-Grade Reading Intervention
Carolyn A Denton, Paul T Cirino, Amy E Barth, et al.
Learning and Individual Differences
|
December 17, 2008
Agreement among response to intervention criteria for identifying responder status
Amy E Barth, Karla K Stuebing, Jason L Anthony, et al.
Learning and Individual Differences
|
January 9, 2009
Response to Intervention with Older Students with Reading Difficulties
Sharon Vaughn, Jack M Fletcher, David J Francis, et al.
Page
of 4