Agreement among response to intervention criteria for identifying responder status - Wikidata - awgldk - TriplyDB

Agreement among response to intervention criteria for identifying responder status

Agreement among response to intervention criteria for identifying responder status

http://www.wikidata.org/entity/Q28303986

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Cognitive Attributes, Attention, and Self-Efficacy of Adequate and Inadequate Responders in a Fourth Grade Reading Intervention The relationship between characteristics of context and research utilization in a pediatric setting Cognitive Attributes of Adequate and Inadequate Responders to Reading Intervention in Middle School.Patterns of cognitive strengths and weaknesses: Identification rates, agreement, and validity for learning disabilities identification AGREEMENT AND COVERAGE OF INDICATORS OF RESPONSE TO INTERVENTION: A MULTI-METHOD COMPARISON AND SIMULATION Incorporating RTI in a Hybrid Model of Reading Disability.Learning Disabilities Research Studies: Findings from NICHD funded Projects.The Effect of Reading Duration on the Reliability and Validity of Middle School Students' ORF Performance.Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic.The early prevention of mathematics difficulty: its power and limitations Response to intervention for reading difficulties in the primary grades: some answers and lingering questions.Cognitive Correlates of Inadequate Response to Reading Intervention Dynamic assessment and response to intervention: two sides of one coin.Introduction to the Special Issue: Advancing the State-of-the-Science in Reading Research through Modeling.Prediction and stability of mathematics skill and difficulty Classification and identification of reading and math disabilities: the special case of comorbidity Comorbidity of LD and ADHD: implications of DSM-5 for assessment and treatment.Specific Learning Disorders and ADHD: Current Issues in Diagnosis Across Clinical and Educational Settings.Neuropsychological Profiles of Written Expression Learning Disabilities Determined by Concordance-Discordance Model Criteria.Psychosocial and Adaptive Deficits Associated With Learning Disability Subtypes.Cognitive discrepancy models for specific learning disabilities identification: Simulations of psychometric limitations.Using Simulations to Investigate the Longitudinal Stability of Alternative Schemes for Classifying and Identifying Children with Reading Disabilities.Collective screening tools for early identification of dyslexia.On the importance of a cognitive processing perspective: an introduction.Early response-to-intervention measures and criteria as predictors of reading disability in the beginning of third grade.Agreement Among Traditional and RTI-based Definitions of Reading-Related Learning Disability with Preschool Children.Remedial early numeracy education: can children identified as having a language deficiency benefit?DO INTERVENTION-EMBEDDED ASSESSMENT PROCEDURES SUCCESSFULLY MEASURE STUDENT GROWTH IN READING?

P2860

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P2860

Agreement among response to intervention criteria for identifying responder status

http://www.wikidata.org/entity/Q28303986

description

2008 nî lūn-bûn

@nan

2008 թուականի Սեպտեմբերին հրատարակուած գիտական յօդուած

@hyw

2008 թվականի սեպտեմբերին հրատարակված գիտական հոդված

@hy

2008年の論文

@ja

2008年学术文章

@wuu

2008年学术文章

@zh-cn

2008年学术文章

@zh-hans

2008年学术文章

@zh-my

2008年学术文章

@zh-sg

2008年學術文章

@yue

name

Agreement among response to intervention criteria for identifying responder status

@ast

Agreement among response to intervention criteria for identifying responder status

@en

Agreement among response to intervention criteria for identifying responder status

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type

label

Agreement among response to intervention criteria for identifying responder status

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Agreement among response to intervention criteria for identifying responder status

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Agreement among response to intervention criteria for identifying responder status

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prefLabel

Agreement among response to intervention criteria for identifying responder status

@ast

Agreement among response to intervention criteria for identifying responder status

@en

Agreement among response to intervention criteria for identifying responder status

@nl

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P356

J.LINDIF.2008.04.004

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Learning and Individual Differences

P1476

Agreement among response to intervention criteria for identifying responder status

@en

P2093

Amy E Barth

http://www.w3.org/2001/XMLSchema#string

Carolyn A Denton

http://www.w3.org/2001/XMLSchema#string

Jack M Fletcher

http://www.w3.org/2001/XMLSchema#string

Jason L Anthony

http://www.w3.org/2001/XMLSchema#string

Karla K Stuebing

http://www.w3.org/2001/XMLSchema#string

Patricia G Mathes

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P2860

The reliability of clinical methods, data and judgments (first of two parts).

The early years. Algorithm-guided individualized reading instruction.

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

The science of choosing the right decision threshold in high-stakes diagnostics.

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296-307

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scholarly article

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10.1016/J.LINDIF.2008.04.004

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3

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19081758

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2600471

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