Using response to kindergarten and first grade intervention to identify children at-risk for long-term reading difficulties

Reading and Writing

Volumn 21, Issue 4, 2008, Pages 437-480

  Vellutino, Frank R ^a   Scanlon, Donna M ^a   Zhang, Haiyan ^a   Schatschneider, Christopher ^b  

^a STATE UNIVERSITY OF NEW YORK   (United States)

^b FLORIDA STATE UNIVERSITY   (United States)

Author keywords

At risk; Continued risk; Reading difficulties; Response to intervention (RTI)

Indexed keywords

EID: 43049121354     PISSN: 09224777     EISSN: None     Source Type: Journal    
DOI: 10.1007/s11145-007-9098-2     Document Type: Article

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