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Language, Speech, and Hearing Services in Schools
|
April 11, 2017
Beyond Comprehension Strategy Instruction: What's Next?
Amy M Elleman, Donald L Compton
Journal of Learning Disabilities
|
November 13, 2020
Factors Related to Data-Based Decision-Making: Examining Experience, Professional Development, and the Mediating Effect of Confidence on Teacher Graph Literacy
Eric L Oslund, Amy M Elleman, Kelli Wallace
Scientific Studies of Reading : the Official Journal of the Society for the Scientific Study of Reading
|
February 6, 2019
The Role of Statistical Learning in Word Reading and Spelling Development: More Questions than Answers
Amy M Elleman, Laura M Steacy, Donald L Compton
Language, Speech, and Hearing Services in Schools
|
October 11, 2019
A Review of Middle School Vocabulary Interventions: Five Research-Based Recommendations for Practice
Amy M Elleman, Eric L Oslund, Natalie M Griffin, et al.
Scientific Studies of Reading : the Official Journal of the Society for the Scientific Study of Reading
|
June 10, 2017
Exploring Differential Effects Across Two Decoding Treatments on Item-Level Transfer in Children with Significant Word Reading Difficulties: A New Approach for Testing Intervention Elements
Laura M Steacy, Amy M Elleman, Maureen W Lovett, et al.
Journal of Learning Disabilities
|
June 21, 2011
Exploring dynamic assessment as a means of identifying children at risk of developing comprehension difficulties
Amy M Elleman, Donald L Compton, Douglas Fuchs, et al.
Annals of Dyslexia
|
June 20, 2020
Sight word acquisition in first grade students at risk for reading disabilities: an item-level exploration of the number of exposures required for mastery
Laura M Steacy, Douglas Fuchs, Jennifer K Gilbert, et al.
Journal of Learning Disabilities
|
July 7, 2020
Is "Response/No Response" Too Simple a Notion for RTI Frameworks? Exploring Multiple Response Types With Latent Profile Analysis
Peng Peng, Douglas Fuchs, Lynn S Fuchs, et al.
Exceptional Children
|
January 15, 2019
Using Moderator Analysis to Identify the First-Grade Children Who Benefit More and Less from a Reading Comprehension Program: A Step Toward Aptitude-by-Treatment Interaction
Douglas Fuchs, Devin M Kearns, Lynn S Fuchs, et al.
Journal of Learning Disabilities
|
November 2, 2018
A Longitudinal Analysis of the Trajectories and Predictors of Word Reading and Reading Comprehension Development Among At-Risk Readers
Peng Peng, Douglas Fuchs, Lynn S Fuchs, et al.
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of 1
Search research articles
Search
Showing results (1-10 of 10) with videos related to
Sort By:
Page
of 1
Language, Speech, and Hearing Services in Schools
|
April 11, 2017
Beyond Comprehension Strategy Instruction: What's Next?
Amy M Elleman, Donald L Compton
Journal of Learning Disabilities
|
November 13, 2020
Factors Related to Data-Based Decision-Making: Examining Experience, Professional Development, and the Mediating Effect of Confidence on Teacher Graph Literacy
Eric L Oslund, Amy M Elleman, Kelli Wallace
Scientific Studies of Reading : the Official Journal of the Society for the Scientific Study of Reading
|
February 6, 2019
The Role of Statistical Learning in Word Reading and Spelling Development: More Questions than Answers
Amy M Elleman, Laura M Steacy, Donald L Compton
Language, Speech, and Hearing Services in Schools
|
October 11, 2019
A Review of Middle School Vocabulary Interventions: Five Research-Based Recommendations for Practice
Amy M Elleman, Eric L Oslund, Natalie M Griffin, et al.
Scientific Studies of Reading : the Official Journal of the Society for the Scientific Study of Reading
|
June 10, 2017
Exploring Differential Effects Across Two Decoding Treatments on Item-Level Transfer in Children with Significant Word Reading Difficulties: A New Approach for Testing Intervention Elements
Laura M Steacy, Amy M Elleman, Maureen W Lovett, et al.
Journal of Learning Disabilities
|
June 21, 2011
Exploring dynamic assessment as a means of identifying children at risk of developing comprehension difficulties
Amy M Elleman, Donald L Compton, Douglas Fuchs, et al.
Annals of Dyslexia
|
June 20, 2020
Sight word acquisition in first grade students at risk for reading disabilities: an item-level exploration of the number of exposures required for mastery
Laura M Steacy, Douglas Fuchs, Jennifer K Gilbert, et al.
Journal of Learning Disabilities
|
July 7, 2020
Is "Response/No Response" Too Simple a Notion for RTI Frameworks? Exploring Multiple Response Types With Latent Profile Analysis
Peng Peng, Douglas Fuchs, Lynn S Fuchs, et al.
Exceptional Children
|
January 15, 2019
Using Moderator Analysis to Identify the First-Grade Children Who Benefit More and Less from a Reading Comprehension Program: A Step Toward Aptitude-by-Treatment Interaction
Douglas Fuchs, Devin M Kearns, Lynn S Fuchs, et al.
Journal of Learning Disabilities
|
November 2, 2018
A Longitudinal Analysis of the Trajectories and Predictors of Word Reading and Reading Comprehension Development Among At-Risk Readers
Peng Peng, Douglas Fuchs, Lynn S Fuchs, et al.
Page
of 1