Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Filters

Jennifer K Gilbert

Showing results (11-20 of 21) with videos related to

Pageof 3
Sort By:
Journal of Learning Disabilities|May 30, 2019
Embedding Self-Regulation Instruction Within Fractions Intervention for Third Graders With Mathematics DifficultiesAmber Y Wang, Lynn S Fuchs, 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 masteryLaura M Steacy, Douglas Fuchs, Jennifer K Gilbert, et al.
Journal of Learning Disabilities|August 31, 2015
Development of First-Graders' Word Reading Skills: For Whom Can Dynamic Assessment Tell Us More?Eunsoo Cho, Donald L Compton, Jennifer K Gilbert, et al.
Contemporary Educational Psychology|June 17, 2020
Do the Processes Engaged During Mathematical Word-Problem Solving Differ Along the Distribution of Word-Problem Competence?Lynn S Fuchs, Sarah R Powell, Anna-Mária Fall, et al.
Learning Disabilities Research & Practice : a Publication of the Division for Learning Disabilities, Council for Exceptional Children|February 19, 2014
Novel Approaches to Examine Passage, Student, and Question Effects on Reading ComprehensionAmanda C Miller, Nicole Davis, Jennifer K Gilbert, et al.
Journal of Educational Psychology|August 7, 2010
Selecting At-Risk First-Grade Readers for Early Intervention: Eliminating False Positives and Exploring the Promise of a Two-Stage Gated Screening ProcessDonald L Compton, Douglas Fuchs, Lynn S Fuchs, et al.
Journal of Learning Disabilities|April 12, 2012
Accelerating chronically unresponsive children to tier 3 instruction: what level of data is necessary to ensure selection accuracy?Donald L Compton, Jennifer K Gilbert, Joseph R Jenkins, 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 InteractionDouglas Fuchs, Devin M Kearns, Lynn S Fuchs, et al.
Developmental Psychology|October 28, 2016
The role of cognitive processes, foundational math skill, and calculation accuracy and fluency in word-problem solving versus prealgebraic knowledgeLynn S Fuchs, Jennifer K Gilbert, Sarah R Powell, 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 ReadersPeng Peng, Douglas Fuchs, Lynn S Fuchs, et al.
Pageof 3

Showing results (11-20 of 21) with videos related to

Sort By:
Pageof 3
Journal of Learning Disabilities|May 30, 2019
Embedding Self-Regulation Instruction Within Fractions Intervention for Third Graders With Mathematics DifficultiesAmber Y Wang, Lynn S Fuchs, 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 masteryLaura M Steacy, Douglas Fuchs, Jennifer K Gilbert, et al.
Journal of Learning Disabilities|August 31, 2015
Development of First-Graders' Word Reading Skills: For Whom Can Dynamic Assessment Tell Us More?Eunsoo Cho, Donald L Compton, Jennifer K Gilbert, et al.
Contemporary Educational Psychology|June 17, 2020
Do the Processes Engaged During Mathematical Word-Problem Solving Differ Along the Distribution of Word-Problem Competence?Lynn S Fuchs, Sarah R Powell, Anna-Mária Fall, et al.
Learning Disabilities Research & Practice : a Publication of the Division for Learning Disabilities, Council for Exceptional Children|February 19, 2014
Novel Approaches to Examine Passage, Student, and Question Effects on Reading ComprehensionAmanda C Miller, Nicole Davis, Jennifer K Gilbert, et al.
Journal of Educational Psychology|August 7, 2010
Selecting At-Risk First-Grade Readers for Early Intervention: Eliminating False Positives and Exploring the Promise of a Two-Stage Gated Screening ProcessDonald L Compton, Douglas Fuchs, Lynn S Fuchs, et al.
Journal of Learning Disabilities|April 12, 2012
Accelerating chronically unresponsive children to tier 3 instruction: what level of data is necessary to ensure selection accuracy?Donald L Compton, Jennifer K Gilbert, Joseph R Jenkins, 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 InteractionDouglas Fuchs, Devin M Kearns, Lynn S Fuchs, et al.
Developmental Psychology|October 28, 2016
The role of cognitive processes, foundational math skill, and calculation accuracy and fluency in word-problem solving versus prealgebraic knowledgeLynn S Fuchs, Jennifer K Gilbert, Sarah R Powell, 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 ReadersPeng Peng, Douglas Fuchs, Lynn S Fuchs, et al.
Pageof 3