Agreement Among Traditional and RTI-based Definitions of Reading-Related Learning Disability with Preschool Children.

about

Agreement Among Traditional and RTI-based Definitions of Reading-Related Learning Disability with Preschool Children.

Item

http://www.wikidata.org/entity/Q50433349

description

2017 nî lūn-bûn

@nan

2017年の論文

@ja

2017年学术文章

@wuu

2017年学术文章

@zh

2017年学术文章

@zh-cn

2017年学术文章

@zh-hans

2017年学术文章

@zh-my

2017年学术文章

@zh-sg

2017年學術文章

@yue

2017年學術文章

@zh-hant

name

Agreement Among Traditional an ...... ility with Preschool Children.

@en

Agreement Among Traditional an ...... ility with Preschool Children.

@nl

type

Item

label

Agreement Among Traditional an ...... ility with Preschool Children.

@en

Agreement Among Traditional an ...... ility with Preschool Children.

@nl

prefLabel

Agreement Among Traditional an ...... ility with Preschool Children.

@en

Agreement Among Traditional an ...... ility with Preschool Children.

@nl

P1476

Agreement Among Traditional an ...... bility with Preschool Children

@en

P2093

Beth M Phillips

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

Christopher J Lonigan

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

Darcey M Allan

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

P2860

Agreement among response to intervention criteria for identifying responder status

The relationship between phonological awareness and reading: implications for the assessment of phonological awareness

Response to Instruction in Preschool: Results of Two Randomized Studies with Children At Significant Risk of Reading Difficulties.

Selecting At-Risk First-Grade Readers for Early Intervention: Eliminating False Positives and Exploring the Promise of a Two-Stage Gated Screening Process.

To Wait in Tier 1 or Intervene Immediately: A Randomized Experiment Examining First Grade Response to Intervention (RTI) in Reading.

The early education of socioeconomically disadvantaged children.

Examining 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 assumption

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

Evidence-based assessment of learning disabilities in children and adolescents.

P304

120-129

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

P31

scholarly article

P356

10.1016/J.LINDIF.2017.03.011

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

P478

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

P50

Trelani Milburn

P577

2017-04-01T00:00:00Z

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

P698

28670102

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

P932

5489126

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