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Cognitive Correlates of Inadequate Response to Reading Intervention

Cognitive Correlates of Inadequate Response to Reading Intervention

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Cognitive Attributes, Attention, and Self-Efficacy of Adequate and Inadequate Responders in a Fourth Grade Reading Intervention Engagement of temporal lobe regions predicts response to educational interventions in adolescent struggling readers 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 Effects of Tier 3 Intervention for Students With Persistent Reading Difficulties and Characteristics of Inadequate Responders.Long Term Effects of First Grade Multi-Tier Intervention.AGREEMENT AND COVERAGE OF INDICATORS OF RESPONSE TO INTERVENTION: A MULTI-METHOD COMPARISON AND SIMULATION Why Intensive Interventions Matter: Longitudinal Studies of Adolescents With Reading Disabilities and Poor Reading Comprehension Understanding Inadequate Response to First Grade Multi-Tier Intervention: Nomothetic and Idiographic Perspectives.Anxiety and Response to Reading Intervention among First Grade Students The Effect of Reading Duration on the Reliability and Validity of Middle School Students' ORF Performance.Teaching Word Identification to Students with Reading Difficulties and Disabilities.The effect of achievement test selection on identification of learning disabilities within a patterns of strengths and weaknesses framework.Temporo-parietal brain activity as a longitudinal predictor of response to educational interventions among middle school struggling readers.Are Child Cognitive Characteristics Strong Predictors of Responses to Intervention? A Meta-Analysis.Response to intervention for reading difficulties in the primary grades: some answers and lingering questions.Evaluation of the Technical Adequacy of Three Methods for Identifying Specific Learning Disabilities Based on Cognitive Discrepancies.Meta-analysis and inadequate responders to intervention: a response.Classification and identification of reading and math disabilities: the special case of comorbidity Adequate versus inadequate response to reading intervention: an event-related potentials assessment.Cognitive discrepancy models for specific learning disabilities identification: Simulations of psychometric limitations.Do Children's Learning-Related Behaviors Moderate the Impacts of an Empirically-Validated Early Literacy Intervention?Prefrontal mediation of the reading network predicts intervention response in dyslexia.Comparing treatments for children with ADHD and word reading difficulties: A randomized clinical trial.

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Cognitive Correlates of Inadequate Response to Reading Intervention

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2011 nî lūn-bûn

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2011年の論文

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2011年学术文章

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2011年学术文章

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2011年学术文章

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2011年学术文章

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2011年學術文章

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2011年學術文章

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Cognitive Correlates of Inadequate Response to Reading Intervention

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Cognitive Correlates of Inadequate Response to Reading Intervention

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Cognitive Correlates of Inadequate Response to Reading Intervention

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Cognitive Correlates of Inadequate Response to Reading Intervention

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School Psychology Review

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Cognitive Correlates of Inadequate Response to Reading Intervention

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Amy E Barth

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Carolyn A Denton

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David J Francis

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Jack M Fletcher

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Karla K Stuebing

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Paul T Cirino

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

Sharon Vaughn

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P2860

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

Agreement among response to intervention criteria for identifying responder status

Response to Intervention: Ready or not? Or, from wait-to-fail to watch-them-fail.

Learning Styles: Concepts and Evidence.

The dimensionality of language ability in school-age children.

Individualizing student instruction precisely: effects of Child x Instruction interactions on first graders' literacy development

Classification in neuropsychology: a theoretical framework and research paradigm.

An Experimental Study of Scheduling and Duration of "Tier 2" First-Grade Reading Intervention.

Who are the young children for whom best practices in reading are ineffective? An experimental and longitudinal study.

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