The early years. Algorithm-guided individualized reading instruction.
about
Teacher quality moderates the genetic effects on early readingAgreement among response to intervention criteria for identifying responder statusInstruction, Teacher-Student Relations, and Math Achievement Trajectories in Elementary School.First graders' literacy and self-regulation gains: The effect of individualizing student instruction.Inter-subject variability in the use of two different neuronal networks for reading aloud familiar wordsTesting for the dual-route cascade reading model in the brain: an fMRI effective connectivity account of an efficient reading styleAn Examination of Kindergarten Oral Language for African American Students: Are There Meaningful Differences in Comparison to Peers?"Teacher Effects" in Early Literacy Development: Evidence from a Study of TwinsAssessment Data-Informed Guidance to Individualize Kindergarten Reading Instruction: Findings from a Cluster-Randomized Control Field TrialEarly Literacy Instruction and InterventionEffects of Tier 3 Intervention for Students With Persistent Reading Difficulties and Characteristics of Inadequate Responders.A Response to Recent Reanalyses of the National Reading Panel Report: Effects of Systematic Phonics Instruction Are Practically SignificantDyslexia: The evolution of a scientific concept.Identifying and Intervening with Beginning Readers Who Are At-Risk for Dyslexia: Advances in Individualized Classroom Instruction.Teaching Word Identification to Students with Reading Difficulties and Disabilities.Dialect variation and reading: is change in nonmainstream American English use related to reading achievement in first and second grades?Relations among student attention behaviors, teacher practices, and beginning word reading skill.Development and Validation of a Principal Implementation Practices Measure: The Principal Implementation Questionnaire.Children's behavioral regulation and literacy: The impact of the first grade classroom environment.A longitudinal cluster-randomized controlled study on the accumulating effects of individualized literacy instruction on students' reading from first through third grade.Dialect variation, dialect-shifting, and reading comprehension in second gradeThere Is a World Outside of Experimental Designs: Using Twins to Investigate Causation.Professional development to differentiate kindergarten Tier 1 instruction: Can already effective teachers improve student outcomes by differentiating Tier 1 instruction?Do Our Means of Inquiry Match our Intentions?Individualizing student instruction precisely: effects of Child x Instruction interactions on first graders' literacy developmentExploring how nature and nurture affect the development of reading: an analysis of the Florida Twin Project on reading.Preschool-to-Third Grade Programs and Practices: A Review of ResearchThe main sources of intersubject variability in neuronal activation for reading aloud.Opening a Window into Reading Development: Eye Movements' Role Within a Broader Literacy Research Framework.Testing the Impact of Child Characteristics × Instruction Interactions on Third Graders' Reading Comprehension by Differentiating Literacy Instruction.End-of-Kindergarten Spelling Outcomes: How Can Spelling Error Analysis Data Inform Beginning Reading Instruction?Preliteracy signatures of poor-reading abilities in resting-state EEG.Effective Classroom Instruction: Implications of Child Characteristics by Reading Instruction Interactions on First Graders' Word Reading Achievement.Using Technology and Assessment to Personalize Instruction: Preventing Reading Problems.A procedure for assessing intervention fidelity in experiments testing educational and behavioral interventions.Home Environmental and Behavioral Risk Indices for Reading Achievement.Learning sciences.Using assessment to individualize early mathematics instruction.Inhibition, Updating Working Memory, and Shifting Predict Reading Disability Symptoms in a Hybrid Model: Project KIDS.Individualizing Student Instruction in Reading: Implications for Policy and Practice.
P2860
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P2860
The early years. Algorithm-guided individualized reading instruction.
description
2007 nî lūn-bûn
@nan
2007 թուականի Յունուարին հրատարակուած գիտական յօդուած
@hyw
2007 թվականի հունվարին հրատարակված գիտական հոդված
@hy
2007年の論文
@ja
2007年論文
@yue
2007年論文
@zh-hant
2007年論文
@zh-hk
2007年論文
@zh-mo
2007年論文
@zh-tw
2007年论文
@wuu
name
The early years. Algorithm-guided individualized reading instruction.
@ast
The early years. Algorithm-guided individualized reading instruction.
@en
The early years. Algorithm-guided individualized reading instruction.
@nl
type
label
The early years. Algorithm-guided individualized reading instruction.
@ast
The early years. Algorithm-guided individualized reading instruction.
@en
The early years. Algorithm-guided individualized reading instruction.
@nl
prefLabel
The early years. Algorithm-guided individualized reading instruction.
@ast
The early years. Algorithm-guided individualized reading instruction.
@en
The early years. Algorithm-guided individualized reading instruction.
@nl
P2093
P356
P1433
P1476
The early years. Algorithm-guided individualized reading instruction.
@en
P2093
Barry J Fishman
Carol McDonald Connor
Frederick J Morrison
Phyllis Underwood
P304
P356
10.1126/SCIENCE.1134513
P407
P577
2007-01-01T00:00:00Z