Response to Intervention: Preventing and Remediating Academic Difficulties - Wikidata - awgldk - TriplyDB

Response to Intervention: Preventing and Remediating Academic Difficulties

Response to Intervention: Preventing and Remediating Academic Difficulties

http://www.wikidata.org/entity/Q35108585

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Response to Intervention: Ready or not? Or, from wait-to-fail to watch-them-fail.Cognitive Attributes of Adequate and Inadequate Responders to Reading Intervention in Middle School.CATALISE: A Multinational and Multidisciplinary Delphi Consensus Study. Identifying Language Impairments in Children Anxiety and Response to Reading Intervention among First Grade Students The Differences between Retained and Promoted Children in Educational Services Received Dyslexia: The evolution of a scientific concept.A case study with an identified bully: policy and practice implications Dynamic assessment and its implications for RTI models Building Kindergartners' Number Sense: A Randomized Controlled Study.Efficacy of a Reading Intervention for Middle School Students Identified with Learning Disabilities Response to intervention with secondary school students with reading difficulties Math fluency is etiologically distinct from untimed math performance, decoding fluency, and untimed reading performance: evidence from a twin study Are Child Cognitive Characteristics Strong Predictors of Responses to Intervention? A Meta-Analysis.Indirect Effects of Child Reports of Teacher-Student Relationship on Achievement Effects of intensive reading intervention for eighth-grade students with persistently inadequate response to intervention Reading, laterality, and the brain: early contributions on reading disabilities by Sara S. Sparrow Delving Into the Details: Implementing Multitiered K-3 Reading Supports in High-Priority Schools.A Categorical Content Analysis of Highly Cited Literature Related to Trends and Issues in Special Education.Pre-service teachers' knowledge of phonemic awareness: relationship to perceived knowledge, self-efficacy beliefs, and exposure to a multimedia-enhanced lecture.Cognitive discrepancy models for specific learning disabilities identification: Simulations of psychometric limitations.Effects of a Three-Tiered Intervention Model on Physical Activity and Fitness Levels of Elementary School Children.Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3.Collective screening tools for early identification of dyslexia.The impact of the Flynn effect on LD diagnoses in special education.Rethinking ADHD and LD in DSM-5: proposed changes in diagnostic criteria.Prevalence and Predictors of Learning and Psychological Diagnoses Following Pediatric Arterial Ischemic Stroke.Response-To-Intervention in Finland and the United States: Mathematics Learning Support as an Example.Questões e modelos de avaliação e intervenção em Psicologia Escolar: o caso da Europa e América do Norte

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Response to Intervention: Preventing and Remediating Academic Difficulties

http://www.wikidata.org/entity/Q35108585

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2009 nî lūn-bûn

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2009 թուականի Ապրիլին հրատարակուած գիտական յօդուած

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2009 թվականի ապրիլին հրատարակված գիտական հոդված

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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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Response to Intervention: Preventing and Remediating Academic Difficulties

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J.1750-8606.2008.00072.X

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Child Development Perspectives

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Response to Intervention: Preventing and Remediating Academic Difficulties

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Jack M Fletcher

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Sharon Vaughn

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P2860

Specific reading disability (dyslexia): what have we learned in the past four decades?

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

Form effects on the estimation of students' oral reading fluency using DIBELS.

The prevalence of specific arithmetic difficulties and specific reading difficulties in 9- to 10-year-old boys and girls.

The concept of specific reading retardation.

An evaluation of the discrepancy definition of dyslexia.

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

A brief look at the learning disabilities movement in the United States.

IQ and reading progress: a test of the capacity notion of IQ.

Evidence that dyslexia may represent the lower tail of a normal distribution of reading ability.

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30-37

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scholarly article

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10.1111/J.1750-8606.2008.00072.X

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