IQ Is Not Strongly Related to Response to Reading Instruction: A Meta-Analytic Interpretation. - Wikidata - awgldk - TriplyDB

IQ Is Not Strongly Related to Response to Reading Instruction: A Meta-Analytic Interpretation.

IQ Is Not Strongly Related to Response to Reading Instruction: A Meta-Analytic Interpretation.

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Developmental dyslexia.Does IQ affect the functional brain network involved in pseudoword reading in students with reading disability? A magnetoencephalography study.RTI models as alternatives to traditional views of learning disabilities: Response to the commentaries.Dyslexia: The evolution of a scientific concept.The utility of neuroimaging studies for informing educational practice and policy in reading disorders Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic.Are Child Cognitive Characteristics Strong Predictors of Responses to Intervention? A Meta-Analysis.White matter integrity of cerebellar-cortical tracts in reading impaired children: A probabilistic tractography study.Cognitive discrepancy models for specific learning disabilities identification: Simulations of psychometric limitations.Comparing treatments for children with ADHD and word reading difficulties: A randomized clinical trial.

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IQ Is Not Strongly Related to Response to Reading Instruction: A Meta-Analytic Interpretation.

http://www.wikidata.org/entity/Q33717338

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2009 nî lūn-bûn

@nan

2009 թուականի Հոկտեմբերին հրատարակուած գիտական յօդուած

@hyw

2009 թվականի հոտեմբերին հրատարակված գիտական հոդված

@hy

2009年の論文

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2009年学术文章

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2009年学术文章

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2009年学术文章

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2009年学术文章

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2009年学术文章

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2009年學術文章

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Exceptional Children

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Amy E Barth

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Brandon Weiss

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Jack M Fletcher

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Karla K Stuebing

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Peter J Molfese

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P2860

A Response to Recent Reanalyses of the National Reading Panel Report: Effects of Systematic Phonics Instruction Are Practically Significant

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

The relationship among receptive and expressive vocabulary, listening comprehension, pre-reading skills, word identification skills, and reading comprehension by children with reading disabilities.

Profiles of children with specific reading comprehension difficulties.

Teaching new words to children with poor existing vocabulary knowledge: a controlled evaluation of the definition and context methods.

A comparison of two reading interventions for children with reading disabilities.

Phonemes, rhymes, and intelligence as predictors of children's responsiveness to remedial reading instruction: evidence from a longitudinal intervention study.

Meta-analysis: recent developments in quantitative methods for literature reviews.

The concept of specific reading retardation.

An evaluation of the discrepancy definition of dyslexia.

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