Intensive remedial instruction for children with severe reading disabilities: immediate and long-term outcomes from two instructional approaches.
about
An open trial assessment of "The Number Race", an adaptive computer game for remediation of dyscalculiaReading and subcortical auditory function.Hitting the moving target known as reading development: some thoughts on screening children for secondary interventionsAgreement among response to intervention criteria for identifying responder statusLearning and cognitive disorders: multidiscipline treatment approaches.The effects of Fast ForWord Language on the phonemic awareness and reading skills of school-age children with language impairments and poor reading skillsDifferences in the neural mechanisms of selective attention in children from different socioeconomic backgrounds: an event-related brain potential study.Teaching reading to children with neurofibromatosis type 1: a clinical trial with random assignment to different approaches.A spotlight on preschool: the influence of family factors on children's early literacy skills.Attention-deficit hyperactivity disorder (ADHD).Memory for everyday information in students with learning disabilities.Paying attention to reading: the neurobiology of reading and dyslexia.On the Importance of a Unified Model of Responsiveness-To-Intervention.IQ Is Not Strongly Related to Response to Reading Instruction: A Meta-Analytic Interpretation.The Effects of Strategic Counting Instruction, with and without Deliberate Practice, on Number Combination Skill among Students with Mathematics DifficultiesWhat does the brain of children with developmental dyslexia tell us about reading improvement? ERP evidence from an intervention study.The causal relationship between dyslexia and motion perception reconsidered.Longitudinal Stability of Reading-Related Skills and their Prediction of Reading DevelopmentBrain bases of reading fluency in typical reading and impaired fluency in dyslexia.Why do Children Differ in Their Development of Reading and Related Skills?WHY INTENSIVE INTERVENTIONS ARE NECESSARY FOR STUDENTS WITH SEVERE READING DIFFICULTIES.The relative effects of group size on reading progress of older students with reading difficultiesThe Efficacy of Repeated Reading and Wide Reading Practice for High School Students with Severe Reading Disabilities.Effects of Tier 3 Intervention for Students With Persistent Reading Difficulties and Characteristics of Inadequate Responders.Dyslexia and early intervention: what did we learn from the Dutch Dyslexia Programme?Genetic and Environmental Influences on Vocabulary and Reading Development.A Response to Recent Reanalyses of the National Reading Panel Report: Effects of Systematic Phonics Instruction Are Practically SignificantCortical signatures of dyslexia and remediation: an intrinsic functional connectivity approachIdentifying Children in Middle Childhood Who Are at Risk for Reading ProblemsDyslexia: The evolution of a scientific concept.Teaching Word Identification to Students with Reading Difficulties and Disabilities.Thoughts on Rethinking Response to Intervention With Secondary Students.Response to Intervention: Preventing and Remediating Academic DifficultiesA Framework for Remediating Number Combination Deficits.Variations in the Home Literacy Environment of Preschool Children: A Cluster Analytic ApproachAre reading and behavior problems risk factors for each other?The neural correlates of reading fluency deficits in childrenExamining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic.The importance of measuring growth in response to intervention models: Testing a core assumptionDevelopment of oral reading fluency in children with speech or language impairments: a growth curve analysis
P2860
Q21203893-DC17D0CB-7194-4722-A363-0A772CA70A11Q24655907-662D3611-3707-45E4-A603-073015AB7EF4Q28289789-F2F3A51E-7A42-4D20-B554-9E473B62EC98Q28303986-466E8F65-CFF3-405B-974E-57C252CFA426Q30404794-42299386-E26D-4ECC-B276-C306B9392A86Q30418901-88ED45EF-3964-4CF1-BD2B-5004FE29632DQ30484278-BB724B00-BC5B-417A-85B7-8BDABE92422FQ30670424-DDD8D71E-0F79-4D0B-914B-165EC3FC9BDBQ30805656-48F6AFD2-C339-4C0F-92A6-6692C82D4397Q30976949-20F2FF84-A88E-4CDA-8727-F455183E63A6Q31122414-D773ADFF-711E-4660-9B90-8C46474CF936Q33374183-F4615631-3753-44A2-8A64-596CF5E44DFEQ33643940-1116CB44-114F-4C63-8472-41E13B1AEA95Q33717338-FA251F9D-B04C-4F16-9B88-72F351CA63DEQ33772280-7B0D74A5-7DAB-4257-A73F-D0B7A2806B97Q33809172-8F33B942-D465-4F80-AC5B-3C44CDE99EA4Q33830037-D2CF76EC-CD14-41AB-A7B6-C9D2E506CCA5Q33913795-7E383E5A-594A-40D3-9C52-6F00743D7848Q33945730-239BC6A3-C44F-4A8F-8C0D-7B5E9080F439Q33998805-FAEF5E70-C676-499F-A395-F5818D60D915Q34284863-89231DBD-3F0E-4C5D-9235-0D70AD4F3BE3Q34284887-9D6545B9-3B6D-4E27-ACB8-F92C0B79A12FQ34305049-C50E245B-CEC1-4AE2-B570-BC573A703657Q34314962-5F27D4ED-C49B-441E-A9DF-A9CEF080C01EQ34378214-C0EEC046-B153-4785-A494-D0C240A51421Q34483400-17ADF652-ED18-44D9-A79D-2CC6E4B8E183Q34508528-045A290E-AAEC-4150-AD7F-F61B54E07945Q34586068-100DB03F-5CFC-4397-8EAD-AE2F651B221CQ34759141-45262C48-EDF0-4AF7-8916-01949E6E3641Q34814494-51DADE46-98F5-4EC5-A2FD-0635BCD14A71Q34987631-3B811CF9-07A4-4E47-B579-E25985818BF1Q35086297-D27ABB62-DEC9-4484-8EA8-F0FBAD017477Q35108585-7912F2B0-C215-4DC0-9D0B-B3AC831418A8Q35130648-3FB269C0-7091-4733-8C0F-6E2F4FAA635CQ35180461-0DCAE5AA-580B-4F08-AAAB-B263373548DEQ35575525-3DAFF5FC-0F62-4A2D-BFF2-95B7C98902FDQ35596226-7F8450C3-8134-4BBE-9B1D-F6E0117678DAQ35640504-FCEFC48B-161E-4F08-BE73-E7C6805A088FQ35646287-211A2683-995D-4C43-B9DD-D0E0A73FA1D1Q35757806-29812C74-C3F4-4AEF-ADA0-A92BB1B38DAB
P2860
Intensive remedial instruction for children with severe reading disabilities: immediate and long-term outcomes from two instructional approaches.
description
2001 nî lūn-bûn
@nan
2001年の論文
@ja
2001年学术文章
@wuu
2001年学术文章
@zh
2001年学术文章
@zh-cn
2001年学术文章
@zh-hans
2001年学术文章
@zh-my
2001年学术文章
@zh-sg
2001年學術文章
@yue
2001年學術文章
@zh-hant
name
Intensive remedial instruction ...... two instructional approaches.
@en
Intensive remedial instruction ...... two instructional approaches.
@nl
type
label
Intensive remedial instruction ...... two instructional approaches.
@en
Intensive remedial instruction ...... two instructional approaches.
@nl
altLabel
Intensive remedial instruction ...... m two instructional approaches
@en
prefLabel
Intensive remedial instruction ...... two instructional approaches.
@en
Intensive remedial instruction ...... two instructional approaches.
@nl
P2093
P2860
P921
P1476
Intensive remedial instruction ...... two instructional approaches.
@en
P2093
A W Alexander
C A Rashotte
J K Torgesen
K K Voeller
R K Wagner
P2860
P304
P356
10.1177/002221940103400104
P407
P577
2001-01-01T00:00:00Z