Who are the young children for whom best practices in reading are ineffective? An experimental and longitudinal study.
about
Assistive technology as reading interventions for children with reading impairments with a one-year follow-up.Effectiveness of Early Phonological Awareness Interventions for Students with Speech or Language Impairments.Effects of Preventative Tutoring on the Mathematical Problem Solving of Third-Grade Students With Math and Reading Difficulties.Behavioral Attention: A Longitudinal Study of Whether and How It Influences the Development of Word Reading and Reading Comprehension among At-Risk Readers.Working-memory training improves developmental dyslexia in Chinese children.Improving attention and preventing reading difficulties among low-income first-graders: a randomized study.The Relationship of Print Reading in Tier I Instruction and Reading Achievement for Kindergarten Students At-Risk for Reading Difficulties.To Wait in Tier 1 or Intervene Immediately: A Randomized Experiment Examining First Grade Response to Intervention (RTI) in Reading.Validation of a supplemental reading intervention for first-grade children.Identifying and Intervening with Beginning Readers Who Are At-Risk for Dyslexia: Advances in Individualized Classroom Instruction.Predicting First Grade Reading Performance from Kindergarten Response to Tier 1 Instruction.The utility of neuroimaging studies for informing educational practice and policy in reading disordersReading skills of students with speech sound disorders at three stages of literacy development.Response to varying amounts of time in reading intervention for students with low response to interventionAre Child Cognitive Characteristics Strong Predictors of Responses to Intervention? A Meta-Analysis.Cognitive Correlates of Inadequate Response to Reading InterventionA Randomized Control Trial of Working Memory Training With and Without Strategy Instruction: Effects on Young Children's Working Memory and Comprehension.Efficacy of language intervention in the early years.Reading development in young children: genetic and environmental influencesExamining the predictive validity of a dynamic assessment of decoding to forecast response to tier 2 intervention.Intervention effects for students with comorbid forms of learning disability: understanding the needs of nonresponders.A test of the cerebellar hypothesis of dyslexia in adequate and inadequate responders to reading intervention.A meta-analysis of the RTI literature for children at risk for reading disabilities.Reading interventions for middle and secondary students with emotional and behavioral disorders: a quantitative review of single-case studies.Rapid automatized naming and lexical decision in children from an electrophysiological perspective.Reading Comprehension in Latin America: Difficulties and Possible Interventions.Language delays, reading delays, and learning difficulties: interactive elements requiring multidimensional programming.Supporting early oral language skills for English language learners in inner city preschool provision.Predicting reading success in a multilevel schoolwide reading model: a retrospective analysis.Effects of small-group reading instruction and curriculum differences for students most at risk in kindergartenL: two-year results for secondary- and tertiary-level interventions.Prereading Deficits in Children in Foster Care.Effects of working memory and reading acceleration training on improving working memory abilities and reading skills among third graders.The effects and interactions of student, teacher, and setting variables on reading outcomes for kindergartners receiving supplemental reading intervention.Examining the role of attention and instruction in at-risk kindergarteners: electrophysiological measures of selective auditory attention before and after an early literacy intervention.Combined Modality Intervention for ADHD With Comorbid Reading Disorders: A Proof of Concept Study.Identifying learning disabilities through a cognitive deficit framework: can verbal memory deficits explain similarities between learning disabled and low achieving students?Intensifying instruction: Does additional instructional time make a difference for the most at-risk first graders?Developmental dyslexia in a transparent orthography: A study of Spanish dyslexic children
P2860
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P2860
Who are the young children for whom best practices in reading are ineffective? An experimental and longitudinal study.
description
2006 nî lūn-bûn
@nan
2006年の論文
@ja
2006年学术文章
@wuu
2006年学术文章
@zh
2006年学术文章
@zh-cn
2006年学术文章
@zh-hans
2006年学术文章
@zh-my
2006年学术文章
@zh-sg
2006年學術文章
@yue
2006年學術文章
@zh-hant
name
Who are the young children for ...... mental and longitudinal study.
@en
Who are the young children for ...... mental and longitudinal study.
@nl
type
label
Who are the young children for ...... mental and longitudinal study.
@en
Who are the young children for ...... mental and longitudinal study.
@nl
prefLabel
Who are the young children for ...... mental and longitudinal study.
@en
Who are the young children for ...... mental and longitudinal study.
@nl
P2860
P1476
Who are the young children for ...... mental and longitudinal study.
@en
P2093
Douglas Fuchs
P2860
P304
P356
10.1177/00222194060390050401
P577
2006-09-01T00:00:00Z