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Agreement among response to intervention criteria for identifying responder statusEffects of Tier 3 Intervention for Students With Persistent Reading Difficulties and Characteristics of Inadequate Responders.AGREEMENT AND COVERAGE OF INDICATORS OF RESPONSE TO INTERVENTION: A MULTI-METHOD COMPARISON AND SIMULATIONWhy IQ is not a covariate in cognitive studies of neurodevelopmental disorders.The Relations Among Oral and Silent Reading Fluency and Comprehension in Middle School: Implications for Identification and Instruction of Students With Reading DifficultiesCross-informant symptoms from CBCL, TRF, and YSR: trait and method variance in a normative sample of Russian youths.Evidence-based assessment of learning disabilities in children and adolescents.Reliability and Validity of Oral Reading Fluency Median and Mean Scores among Middle Grade Readers When Using Equated TextsPsychometric Properties of Maze Tasks in Middle School Students.Form effects on the estimation of students' oral reading fluency using DIBELS.Response to Intervention with Older Students with Reading Difficulties.A test of the cerebellar hypothesis of dyslexia in adequate and inadequate responders to reading intervention.The Effects of Student and Text Characteristics on the Oral Reading Fluency of Middle-Grade Students.Predicting reading outcomes with progress monitoring slopes among middle grade students.Phonological processing and emergent literacy in younger and older preschool children.An Experimental Study of Scheduling and Duration of "Tier 2" First-Grade Reading Intervention.Peripersonal spatial attention in children with spina bifida: associations between horizontal and vertical line bisection and congenital malformations of the corpus callosum, midbrain, and posterior cortex.Covert orienting to exogenous and endogenous cues in children with spina bifida.Early development of neurophysiological processes involved in normal reading and reading disability: a magnetic source imaging study.Space-based inhibition of return in children with spina bifida.Reliability of brain structure morphometry in hydrocephalic children using MR images.How Important Is Teaching Phonemic Awareness to Children Learning to Read in Spanish?Spina Bifida: Genes, Brain, and DevelopmentDifferential outcomes associated with early medical complications in premature infantsPersistence of dyslexia: the Connecticut Longitudinal Study at adolescenceResponse time in 14-year-olds with language impairmentMoving Forward by Looking Back: Understanding Why Some Spanish-Speaking English Learners Fall BehindBilingual Phonological Awareness: Construct Validation in Grade 1 Spanish-Speaking English LearnersIdentification, Classification, and Treatment of Reading and Language Disabilities in Spanish-Speaking EL Students: Introduction to the Special IssueSpeaking and Reading in Two Languages: On the Identification of Reading and Language Disabilities in Spanish-Speaking English LearnersExtending the Simple View of Reading to Account for Variation Within Readers and Across Texts: The Complete View of Reading (CVRi)IQ-Achievement Discrepancy for Identification of Disabilities in Spanish-speaking English Learners
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P50
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