-
1
-
-
23044520903
-
It's never too late to remediate: Teaching word recognition to students with reading disabilities in grades 4-7
-
Abbott S.P., and Berninger V.W. It's never too late to remediate: Teaching word recognition to students with reading disabilities in grades 4-7. Annals of Dyslexia 49 (1999) 223-250
-
(1999)
Annals of Dyslexia
, vol.49
, pp. 223-250
-
-
Abbott, S.P.1
Berninger, V.W.2
-
3
-
-
0242596392
-
Vocabulary tricks: Effects of instruction in morphology and context on fifth-grade students' ability to derive and infer word meaning
-
Baumann J.F., Edwards E.C., Boland E.M., Olejnik S., and Kame'enui E.J. Vocabulary tricks: Effects of instruction in morphology and context on fifth-grade students' ability to derive and infer word meaning. American Educational Research Journal 40 (2003) 447-494
-
(2003)
American Educational Research Journal
, vol.40
, pp. 447-494
-
-
Baumann, J.F.1
Edwards, E.C.2
Boland, E.M.3
Olejnik, S.4
Kame'enui, E.J.5
-
4
-
-
33749177077
-
-
Baumann J.F., and Kame'enui E.J. (Eds), Guilford Press, New York
-
In: Baumann J.F., and Kame'enui E.J. (Eds). Vocabulary instruction: Research to practice (2004), Guilford Press, New York
-
(2004)
Vocabulary instruction: Research to practice
-
-
-
6
-
-
0036002798
-
Comparison of faster and slower responders to early intervention in reading: Differentiating features of their language profiles
-
Berninger V.W., Abbott R.D., Vermeulen K., Ogier S., Brooksher R., Zook D., et al. Comparison of faster and slower responders to early intervention in reading: Differentiating features of their language profiles. Learning Disability Quarterly 25 (2002) 59-76
-
(2002)
Learning Disability Quarterly
, vol.25
, pp. 59-76
-
-
Berninger, V.W.1
Abbott, R.D.2
Vermeulen, K.3
Ogier, S.4
Brooksher, R.5
Zook, D.6
-
7
-
-
8844250297
-
Effective treatment for children with dyslexia in grades 4-6: Behavioral and brain evidence
-
Foorman B.R. (Ed), York Press, Parkton, MD
-
Berninger V.W., Nagy W.E., Carlisle J., Thomson J., Hoffer D., Abbott S., et al. Effective treatment for children with dyslexia in grades 4-6: Behavioral and brain evidence. In: Foorman B.R. (Ed). Preventing and remediating reading difficulties: Bringing science to scale (2003), York Press, Parkton, MD 381-418
-
(2003)
Preventing and remediating reading difficulties: Bringing science to scale
, pp. 381-418
-
-
Berninger, V.W.1
Nagy, W.E.2
Carlisle, J.3
Thomson, J.4
Hoffer, D.5
Abbott, S.6
-
9
-
-
4544279595
-
Effects of intensive reading remediation for second and third graders and a 1-year follow-up
-
Blachman B.A., Schatschneider C., Fletcher J.M., Francis D.J., Clonan S.M., Shaywitz B.A., et al. Effects of intensive reading remediation for second and third graders and a 1-year follow-up. Journal of Educational Psychology 96 (2004) 444-461
-
(2004)
Journal of Educational Psychology
, vol.96
, pp. 444-461
-
-
Blachman, B.A.1
Schatschneider, C.2
Fletcher, J.M.3
Francis, D.J.4
Clonan, S.M.5
Shaywitz, B.A.6
-
10
-
-
0041653509
-
Vocabulary instruction for students with learning disabilities: A review of the research
-
Bryant D.P., Goodwin M., Bryant B.R., and Higgins K. Vocabulary instruction for students with learning disabilities: A review of the research. Learning Disabilities Quarterly 26 (2003) 117-128
-
(2003)
Learning Disabilities Quarterly
, vol.26
, pp. 117-128
-
-
Bryant, D.P.1
Goodwin, M.2
Bryant, B.R.3
Higgins, K.4
-
11
-
-
51749103313
-
-
Burns, M.K., Appleton, J.J., & Stehouwer, J.D. (in press). Meta-analysis of response-to-intervention research: Examining current proposed practices. Journal of Psychoeducational Assessment.
-
Burns, M.K., Appleton, J.J., & Stehouwer, J.D. (in press). Meta-analysis of response-to-intervention research: Examining current proposed practices. Journal of Psychoeducational Assessment.
-
-
-
-
12
-
-
33645168073
-
Developmental changes in reading and reading disabilities
-
Catts H.W., and Kamhi A.G. (Eds), Erlbaum, Mahwah, NJ
-
Catts H.W., Hogan T., and Adolf S. Developmental changes in reading and reading disabilities. In: Catts H.W., and Kamhi A.G. (Eds). The connections between language and reading disabilities (2005), Erlbaum, Mahwah, NJ 25-40
-
(2005)
The connections between language and reading disabilities
, pp. 25-40
-
-
Catts, H.W.1
Hogan, T.2
Adolf, S.3
-
13
-
-
0347554372
-
Writing and reading in the elementary grades: Developmental trends among low SES children
-
Chall J.S., and Jacobs V.A. Writing and reading in the elementary grades: Developmental trends among low SES children. Language Arts 60 5 (1983) 617-626
-
(1983)
Language Arts
, vol.60
, Issue.5
, pp. 617-626
-
-
Chall, J.S.1
Jacobs, V.A.2
-
14
-
-
0036744421
-
A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities
-
Chard D.J., Vaughn S., and Tyler B.J. A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities. Journal of Learning Disabilities 35 5 (2002) 386-406
-
(2002)
Journal of Learning Disabilities
, vol.35
, Issue.5
, pp. 386-406
-
-
Chard, D.J.1
Vaughn, S.2
Tyler, B.J.3
-
15
-
-
0242338713
-
What is special about special education? Overview and analysis
-
Cook B.G., and Schirmer B.R. What is special about special education? Overview and analysis. Journal of Special Education 37 (2003) 200-205
-
(2003)
Journal of Special Education
, vol.37
, pp. 200-205
-
-
Cook, B.G.1
Schirmer, B.R.2
-
17
-
-
51749093317
-
-
Edmonds, M.S., Vaughn, S., Wexler, J., Reutebuch, C.K., Cable, A., Tackett, K. & Wick, J. (in press). A synthesis of reading interventions and effects on reading outcomes for older struggling readers. Review of Educational Research.
-
Edmonds, M.S., Vaughn, S., Wexler, J., Reutebuch, C.K., Cable, A., Tackett, K. & Wick, J. (in press). A synthesis of reading interventions and effects on reading outcomes for older struggling readers. Review of Educational Research.
-
-
-
-
18
-
-
0020712844
-
Development of word identification speed in skilled and less skilled beginning readers
-
Ehri L.C., and Wilce L.S. Development of word identification speed in skilled and less skilled beginning readers. Journal of Educational Psychology 75 (1983) 3-18
-
(1983)
Journal of Educational Psychology
, vol.75
, pp. 3-18
-
-
Ehri, L.C.1
Wilce, L.S.2
-
19
-
-
0034366368
-
How effective are one-to-one tutoring programs in reading for elementary students at risk for reading failure? A meta-analysis of the intervention research
-
Elbaum B., Vaughn S., Hughes M.T., and Moody S.W. How effective are one-to-one tutoring programs in reading for elementary students at risk for reading failure? A meta-analysis of the intervention research. Journal of Educational Psychology 92 (2000) 605-619
-
(2000)
Journal of Educational Psychology
, vol.92
, pp. 605-619
-
-
Elbaum, B.1
Vaughn, S.2
Hughes, M.T.3
Moody, S.W.4
-
20
-
-
0027692607
-
Effects of instruction on the decoding skills of children with phonological-processing problems
-
Felton R. Effects of instruction on the decoding skills of children with phonological-processing problems. Journal of Learning Disabilities 26 (1993) 583-589
-
(1993)
Journal of Learning Disabilities
, vol.26
, pp. 583-589
-
-
Felton, R.1
-
21
-
-
84965786204
-
English-as-a-second-language reading instruction in the United States: A research review
-
Fitzgerald J. English-as-a-second-language reading instruction in the United States: A research review. Journal of Reading Behavior 27 2 (1995) 115-152
-
(1995)
Journal of Reading Behavior
, vol.27
, Issue.2
, pp. 115-152
-
-
Fitzgerald, J.1
-
22
-
-
36249016807
-
-
Guilford Press, New York
-
Fletcher J.M., Lyon G.R., Fuchs L.S., and Barnes M.A. Learning disabilities: From identification to intervention (2006), Guilford Press, New York
-
(2006)
Learning disabilities: From identification to intervention
-
-
Fletcher, J.M.1
Lyon, G.R.2
Fuchs, L.S.3
Barnes, M.A.4
-
23
-
-
28444489242
-
Early reading assessment
-
Evers W.M., and Walberg H.J. (Eds), Hoover Institution Press, Stanford, CA
-
Foorman B.R., Fletcher J.M., and Francis D.J. Early reading assessment. In: Evers W.M., and Walberg H.J. (Eds). Testing student learning, evaluating teaching effectiveness (2004), Hoover Institution Press, Stanford, CA 81-125
-
(2004)
Testing student learning, evaluating teaching effectiveness
, pp. 81-125
-
-
Foorman, B.R.1
Fletcher, J.M.2
Francis, D.J.3
-
24
-
-
0013204745
-
Critical elements of classroom and small group instruction promote reading success in all children
-
Foorman B.R., and Torgesen J.K. Critical elements of classroom and small group instruction promote reading success in all children. Learning Disabilities Research and Practice 16 (2001) 203-212
-
(2001)
Learning Disabilities Research and Practice
, vol.16
, pp. 203-212
-
-
Foorman, B.R.1
Torgesen, J.K.2
-
25
-
-
0346478709
-
Developmental lag versus deficit models of reading disability: A longitudinal, individual grown curves analysis
-
Francis D.J., Shaywitz S.E., Stuebing K.K., Shaywitz B.A., and Fletcher J.M. Developmental lag versus deficit models of reading disability: A longitudinal, individual grown curves analysis. Journal of Educational Psychology 88 (1996) 3-17
-
(1996)
Journal of Educational Psychology
, vol.88
, pp. 3-17
-
-
Francis, D.J.1
Shaywitz, S.E.2
Stuebing, K.K.3
Shaywitz, B.A.4
Fletcher, J.M.5
-
26
-
-
3142726028
-
Responsiveness-to-intervention: Definitions, evidence, and implications for the learning disabilities construct
-
Fuchs D., Mock D., Morgan P.L., and Young C.L. Responsiveness-to-intervention: Definitions, evidence, and implications for the learning disabilities construct. Learning Disabilities Research & Practice 18 (2003) 157-171
-
(2003)
Learning Disabilities Research & Practice
, vol.18
, pp. 157-171
-
-
Fuchs, D.1
Mock, D.2
Morgan, P.L.3
Young, C.L.4
-
27
-
-
0038714463
-
What we know about effective instructional practices for English-language learners
-
Gersten R., and Baker S. What we know about effective instructional practices for English-language learners. Exceptional Children 66 (2000) 454-470
-
(2000)
Exceptional Children
, vol.66
, pp. 454-470
-
-
Gersten, R.1
Baker, S.2
-
28
-
-
0035354360
-
Teaching reading comprehension strategies to students with learning disabilities: A review of research
-
Gersten R., Fuchs L.S., Williams J.P., and Baker S. Teaching reading comprehension strategies to students with learning disabilities: A review of research. Review of Educational Research 7 (2001) 279-320
-
(2001)
Review of Educational Research
, vol.7
, pp. 279-320
-
-
Gersten, R.1
Fuchs, L.S.2
Williams, J.P.3
Baker, S.4
-
29
-
-
25144524013
-
Children's use of analogy in learning to read: A developmental study
-
Goswami U. Children's use of analogy in learning to read: A developmental study. Journal of Experimental Child Psychology 42 (1986) 73-83
-
(1986)
Journal of Experimental Child Psychology
, vol.42
, pp. 73-83
-
-
Goswami, U.1
-
30
-
-
0002083765
-
Effects of repeated readings and nonrepetitive strategies on students' fluency and comprehension
-
Homan S.P., Klesius J.P., and Hite C. Effects of repeated readings and nonrepetitive strategies on students' fluency and comprehension. Journal of Educational Research 87 (1993) 94-99
-
(1993)
Journal of Educational Research
, vol.87
, pp. 94-99
-
-
Homan, S.P.1
Klesius, J.P.2
Hite, C.3
-
31
-
-
0030500124
-
Agency-wide implementation of problem solving consultation: Foundations, current implementation, and future directions
-
Ikeda M.J., Tilly W.D., Stumme J., Volmer L., and Allison R. Agency-wide implementation of problem solving consultation: Foundations, current implementation, and future directions. School Psychology Quarterly 11 (1996) 228-243
-
(1996)
School Psychology Quarterly
, vol.11
, pp. 228-243
-
-
Ikeda, M.J.1
Tilly, W.D.2
Stumme, J.3
Volmer, L.4
Allison, R.5
-
32
-
-
0141978249
-
Early identification and intervention for young children with reading/learning disabilities
-
Bradley R., Danielson L., and Hallahan D.P. (Eds), Erlbaum, Mahwah, NJ
-
Jenkins J.R., and O'Connor R.E. Early identification and intervention for young children with reading/learning disabilities. In: Bradley R., Danielson L., and Hallahan D.P. (Eds). dentification of learning disabilities: Research to practice (2002), Erlbaum, Mahwah, NJ 99-149
-
(2002)
dentification of learning disabilities: Research to practice
, pp. 99-149
-
-
Jenkins, J.R.1
O'Connor, R.E.2
-
33
-
-
16244401637
-
What research says about vocabulary instruction for students with learning disabilities
-
Jitendra A.K., Edwards L.L., Sacks G., and Jacobson L.A. What research says about vocabulary instruction for students with learning disabilities. Exceptional Children 70 (2004) 299-322
-
(2004)
Exceptional Children
, vol.70
, pp. 299-322
-
-
Jitendra, A.K.1
Edwards, L.L.2
Sacks, G.3
Jacobson, L.A.4
-
34
-
-
51749099366
-
Strategies for struggling second-language readers
-
Jetton T.L., and Dole J.A. (Eds), Guilford Press, New York
-
Klingner J.K., and Vaughn S. Strategies for struggling second-language readers. In: Jetton T.L., and Dole J.A. (Eds). Adolescent literacy research and practice (2004), Guilford Press, New York 183-209
-
(2004)
Adolescent literacy research and practice
, pp. 183-209
-
-
Klingner, J.K.1
Vaughn, S.2
-
35
-
-
0039559995
-
Thinking aloud and reading comprehension research: Inquiry, instruction, and social interaction
-
Kucan L., and Beck I.L. Thinking aloud and reading comprehension research: Inquiry, instruction, and social interaction. Review of Educational Research 67 (1997) 271-299
-
(1997)
Review of Educational Research
, vol.67
, pp. 271-299
-
-
Kucan, L.1
Beck, I.L.2
-
38
-
-
33746347348
-
Retrospective analyses of the reading development of grade 4 students with reading disabilities: Risk status and profiles over 5 years
-
Lipka O., Lesaux N.K., and Siegel L. Retrospective analyses of the reading development of grade 4 students with reading disabilities: Risk status and profiles over 5 years. Journal of Learning Disabilities 39 4 (2006) 364-378
-
(2006)
Journal of Learning Disabilities
, vol.39
, Issue.4
, pp. 364-378
-
-
Lipka, O.1
Lesaux, N.K.2
Siegel, L.3
-
39
-
-
0347428360
-
Treating the core deficits of developmental dyslexia: Evidence of transfer of learning after phonologically- and strategy-based reading training programs
-
Lovett M.W., Borden S.L., DeLuca T., Lacarenza L., Benson N.J., and Brackstone D. Treating the core deficits of developmental dyslexia: Evidence of transfer of learning after phonologically- and strategy-based reading training programs. Developmental Psychology 30 (1994) 805-822
-
(1994)
Developmental Psychology
, vol.30
, pp. 805-822
-
-
Lovett, M.W.1
Borden, S.L.2
DeLuca, T.3
Lacarenza, L.4
Benson, N.J.5
Brackstone, D.6
-
40
-
-
0034195032
-
Components of effective remediation for developmental reading disabilities: Combining phonological and strategy-based instruction to improve outcomes
-
Lovett M.W., Lacerenza L., Borden S.L., Frijters J.C., Steinbach K.A., and DePalma M. Components of effective remediation for developmental reading disabilities: Combining phonological and strategy-based instruction to improve outcomes. Journal of Educational Psychology 92 (2000) 263-283
-
(2000)
Journal of Educational Psychology
, vol.92
, pp. 263-283
-
-
Lovett, M.W.1
Lacerenza, L.2
Borden, S.L.3
Frijters, J.C.4
Steinbach, K.A.5
DePalma, M.6
-
41
-
-
4544356042
-
Problem-solving models for decision making with high-incidence disabilities: The Minneapolis experience
-
Marston D., Muyskens P., Lau M., and Canter A. Problem-solving models for decision making with high-incidence disabilities: The Minneapolis experience. Learning Disabilities Research & Practice 18 (2003) 187-200
-
(2003)
Learning Disabilities Research & Practice
, vol.18
, pp. 187-200
-
-
Marston, D.1
Muyskens, P.2
Lau, M.3
Canter, A.4
-
42
-
-
0031484937
-
Best practices in promoting reading comprehension in students with learning disabilities
-
Mastropieri M.A., and Scruggs T.E. Best practices in promoting reading comprehension in students with learning disabilities. Remedial and Special Education 19 (1997) 197-213
-
(1997)
Remedial and Special Education
, vol.19
, pp. 197-213
-
-
Mastropieri, M.A.1
Scruggs, T.E.2
-
43
-
-
0043156339
-
Reading comprehension instruction for secondary students: Challenges for struggling students and teachers
-
Mastropieri M.A., Scruggs T.E., and Graetz J.E. Reading comprehension instruction for secondary students: Challenges for struggling students and teachers. Learning Disability Quarterly 26 (2003) 103-116
-
(2003)
Learning Disability Quarterly
, vol.26
, pp. 103-116
-
-
Mastropieri, M.A.1
Scruggs, T.E.2
Graetz, J.E.3
-
44
-
-
18844389711
-
The effects of theoretically different instruction and student characteristics on the skills of struggling readers
-
Mathes P.G., Denton C.A., Fletcher J.M., Anthony J.L., Francis D.J., and Schatschneider C. The effects of theoretically different instruction and student characteristics on the skills of struggling readers. Reading Research Quarterly 40 (2005) 148-182
-
(2005)
Reading Research Quarterly
, vol.40
, pp. 148-182
-
-
Mathes, P.G.1
Denton, C.A.2
Fletcher, J.M.3
Anthony, J.L.4
Francis, D.J.5
Schatschneider, C.6
-
45
-
-
2542604357
-
Direct and rich vocabulary instruction
-
Baumann J.F., and Kame'enui E.J. (Eds), Guilford Press, New York
-
McKeown M.G., and Beck I.L. Direct and rich vocabulary instruction. In: Baumann J.F., and Kame'enui E.J. (Eds). Vocabulary instruction: Research to practice (2004), Guilford Press, New York 13-27
-
(2004)
Vocabulary instruction: Research to practice
, pp. 13-27
-
-
McKeown, M.G.1
Beck, I.L.2
-
46
-
-
21244477113
-
Responding to nonresponders: An experimental field trial of identification and intervention methods
-
McMaster K.L., Fuchs D., Fuchs L.S., and Compton D.L. Responding to nonresponders: An experimental field trial of identification and intervention methods. Exceptional Children 71 (2005) 445-463
-
(2005)
Exceptional Children
, vol.71
, pp. 445-463
-
-
McMaster, K.L.1
Fuchs, D.2
Fuchs, L.S.3
Compton, D.L.4
-
47
-
-
33645970321
-
Efficacy of a structured, systematic language curriculum for adolescent poor readers
-
Moats L.S. Efficacy of a structured, systematic language curriculum for adolescent poor readers. Reading and Writing Quarterly: Overcoming Learning Difficulties 20 (2004) 145-159
-
(2004)
Reading and Writing Quarterly: Overcoming Learning Difficulties
, vol.20
, pp. 145-159
-
-
Moats, L.S.1
-
49
-
-
85084882446
-
Computer-based remediation for reading and related phonological disabilities
-
McKenna M., Labbo L.D., Kieffer R.D., and Reinking D. (Eds), Erlbaum, Mahwah, NJ
-
Olson R.K., and Wise B. Computer-based remediation for reading and related phonological disabilities. In: McKenna M., Labbo L.D., Kieffer R.D., and Reinking D. (Eds). International handbook of literacy and technology vol. 2 (2006), Erlbaum, Mahwah, NJ
-
(2006)
International handbook of literacy and technology
, vol.2
-
-
Olson, R.K.1
Wise, B.2
-
50
-
-
0035896358
-
Dyslexia: Cultural diversity and biological unity
-
Paulesu E., Demonet J.-F., Fazio F., McCrory E., Chanoine V., Brunswick N., et al. Dyslexia: Cultural diversity and biological unity. Science 291 (2001) 2165-2167
-
(2001)
Science
, vol.291
, pp. 2165-2167
-
-
Paulesu, E.1
Demonet, J.-F.2
Fazio, F.3
McCrory, E.4
Chanoine, V.5
Brunswick, N.6
-
51
-
-
0040145412
-
Comprehension strategies instruction
-
Osborn J., and Lehr F. (Eds), Guilford Press, New York
-
Pressley M. Comprehension strategies instruction. In: Osborn J., and Lehr F. (Eds). Literacy for all: Issues in teaching and learning (1998), Guilford Press, New York 113-133
-
(1998)
Literacy for all: Issues in teaching and learning
, pp. 113-133
-
-
Pressley, M.1
-
52
-
-
0035525012
-
How psychological science informs the teaching of reading
-
Rayner K., Foorman B.R., Perfetti C.A., Pesetsky D., and Seindenberg M.S. How psychological science informs the teaching of reading. Psychological Science in the Public Interest 2 (2001) 31-74
-
(2001)
Psychological Science in the Public Interest
, vol.2
, pp. 31-74
-
-
Rayner, K.1
Foorman, B.R.2
Perfetti, C.A.3
Pesetsky, D.4
Seindenberg, M.S.5
-
53
-
-
0001726205
-
Effects of fluency training on second graders' reading comprehension
-
Reutzel D.R., and Hollingsworth P.M. Effects of fluency training on second graders' reading comprehension. Journal of Educational Research 86 (1993) 325-331
-
(1993)
Journal of Educational Research
, vol.86
, pp. 325-331
-
-
Reutzel, D.R.1
Hollingsworth, P.M.2
-
54
-
-
51549105855
-
-
RMC Research Corporation, Center on Instruction, Portsmouth, NH
-
Scammacca N., Roberts G., Vaughn S., Edmonds M., Wexler J., Reutebuch C.K., et al. Interventions for adolescent struggling readers: A meta-analysis with implications for practice (2007), RMC Research Corporation, Center on Instruction, Portsmouth, NH
-
(2007)
Interventions for adolescent struggling readers: A meta-analysis with implications for practice
-
-
Scammacca, N.1
Roberts, G.2
Vaughn, S.3
Edmonds, M.4
Wexler, J.5
Reutebuch, C.K.6
-
55
-
-
0002867682
-
Early identification of children at risk for reading disabilities: Phonological awareness and some other promising predictors
-
Shapiro B.K., Accardo P.J., and Capute A.J. (Eds), York Press, Timonium, MD
-
Scarborough H.S. Early identification of children at risk for reading disabilities: Phonological awareness and some other promising predictors. In: Shapiro B.K., Accardo P.J., and Capute A.J. (Eds). Specific reading disability: A view of the spectrum (1998), York Press, Timonium, MD 75-119
-
(1998)
Specific reading disability: A view of the spectrum
, pp. 75-119
-
-
Scarborough, H.S.1
-
56
-
-
21144475166
-
Curriculum-based measurement of oral reading fluency: A confirmatory analysis of its relation to reading
-
Shinn M.R., Good R.H., and Knutson N. Curriculum-based measurement of oral reading fluency: A confirmatory analysis of its relation to reading. School Psychology Review 21 (1992) 459-479
-
(1992)
School Psychology Review
, vol.21
, pp. 459-479
-
-
Shinn, M.R.1
Good, R.H.2
Knutson, N.3
-
57
-
-
46149096042
-
Second language learners and understanding the brain
-
Galaburda A.M., Kosslyn S.M., and Christen Y. (Eds), Harvard University Press, Cambridge
-
Snow C.E. Second language learners and understanding the brain. In: Galaburda A.M., Kosslyn S.M., and Christen Y. (Eds). Languages of the brain (2002), Harvard University Press, Cambridge 151-165
-
(2002)
Languages of the brain
, pp. 151-165
-
-
Snow, C.E.1
-
58
-
-
84935412582
-
The effects of vocabulary instruction: A model-based meta-analysis
-
Stahl S.A., and Fairbanks M.M. The effects of vocabulary instruction: A model-based meta-analysis. Review of Educational Research 56 (1986) 72-110
-
(1986)
Review of Educational Research
, vol.56
, pp. 72-110
-
-
Stahl, S.A.1
Fairbanks, M.M.2
-
59
-
-
84956885215
-
Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy
-
Stanovich K.E. Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly 21 (1986) 360-407
-
(1986)
Reading Research Quarterly
, vol.21
, pp. 360-407
-
-
Stanovich, K.E.1
-
60
-
-
33746870254
-
Readability, reading ability, and comprehension. Paper presented at the Association of Test Publishers Hall of Fame induction for Benjamin D. Wright, San Diego, 2002)
-
Wright B.D., and Stone M.H. (Eds), Phaneron Press, Chicago 2004
-
Stenner A.J., and Wright B.D. Readability, reading ability, and comprehension. Paper presented at the Association of Test Publishers Hall of Fame induction for Benjamin D. Wright, San Diego, 2002). In: Wright B.D., and Stone M.H. (Eds). Making measures (2002), Phaneron Press, Chicago 2004
-
(2002)
Making measures
-
-
Stenner, A.J.1
Wright, B.D.2
-
61
-
-
0041851362
-
Reading research for students with LD: A meta-analysis in intervention outcomes
-
Swanson H.L. Reading research for students with LD: A meta-analysis in intervention outcomes. Journal of Learning Disabilities 32 (1999) 504-532
-
(1999)
Journal of Learning Disabilities
, vol.32
, pp. 504-532
-
-
Swanson, H.L.1
-
62
-
-
0008488069
-
Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches
-
Torgesen J.K., Alexander A.W., Wagner R.K., Rashotte C.A., Voeller K.S., Conway T., et al. Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities 34 (2001) 33-58
-
(2001)
Journal of Learning Disabilities
, vol.34
, pp. 33-58
-
-
Torgesen, J.K.1
Alexander, A.W.2
Wagner, R.K.3
Rashotte, C.A.4
Voeller, K.S.5
Conway, T.6
-
63
-
-
4344582960
-
Progress toward understanding the instructional conditions necessary for remediating reading difficulties in older children
-
Foorman B.R. (Ed), York Press, Parkton, MD
-
Torgesen J.K., Rashotte C.A., Alexander A., Alexander J., and MacPhee K. Progress toward understanding the instructional conditions necessary for remediating reading difficulties in older children. In: Foorman B.R. (Ed). Preventing and remediating reading difficulties: Bringing science to scale (2003), York Press, Parkton, MD 275-298
-
(2003)
Preventing and remediating reading difficulties: Bringing science to scale
, pp. 275-298
-
-
Torgesen, J.K.1
Rashotte, C.A.2
Alexander, A.3
Alexander, J.4
MacPhee, K.5
-
64
-
-
0033273526
-
Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction
-
Torgesen J.K., Wagner R.K., Rashotte C.A., Rose E., Lindamood P., Conway T., et al. Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction. Journal of Educational Psychology 91 (1999) 579-593
-
(1999)
Journal of Educational Psychology
, vol.91
, pp. 579-593
-
-
Torgesen, J.K.1
Wagner, R.K.2
Rashotte, C.A.3
Rose, E.4
Lindamood, P.5
Conway, T.6
-
65
-
-
85011194397
-
Learning words from books: The effects of read aloud on second language acquisition
-
Ulanoff S.H., and Pucci S.L. Learning words from books: The effects of read aloud on second language acquisition. Bilingual Research Journal 23 4 (1999) 319-332
-
(1999)
Bilingual Research Journal
, vol.23
, Issue.4
, pp. 319-332
-
-
Ulanoff, S.H.1
Pucci, S.L.2
-
67
-
-
0002593352
-
The underlying message in LD intervention research: Findings from research syntheses
-
Vaughn S., Gersten R., and Chard D. The underlying message in LD intervention research: Findings from research syntheses. Exceptional Children 67 (2000) 99-114
-
(2000)
Exceptional Children
, vol.67
, pp. 99-114
-
-
Vaughn, S.1
Gersten, R.2
Chard, D.3
-
68
-
-
0242339935
-
Response to instruction as a means of identifying students with reading/learning disabilities
-
Vaughn S., Linan-Thompson S., and Hickman P. Response to instruction as a means of identifying students with reading/learning disabilities. Exceptional Children 69 4 (2003) 391-409
-
(2003)
Exceptional Children
, vol.69
, Issue.4
, pp. 391-409
-
-
Vaughn, S.1
Linan-Thompson, S.2
Hickman, P.3
-
69
-
-
0030373845
-
Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early interventions as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability
-
Vellutino F.R., Scanlon D.M., Sipay E.R., Small S.G., Pratt A., Chen R., et al. Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early interventions as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability. Journal of Educational Psychology 88 (1996) 601-638
-
(1996)
Journal of Educational Psychology
, vol.88
, pp. 601-638
-
-
Vellutino, F.R.1
Scanlon, D.M.2
Sipay, E.R.3
Small, S.G.4
Pratt, A.5
Chen, R.6
-
70
-
-
33645512481
-
Response to intervention as a vehicle for distinguishing between children with and without reading disabilities: Evidence for the role of kindergarten and first-grade interventions
-
Vellutino F.R., Scanlon D.M., Small S., and Fanuele D.P. Response to intervention as a vehicle for distinguishing between children with and without reading disabilities: Evidence for the role of kindergarten and first-grade interventions. Journal of Learning Disabilities 39 (2006) 157-169
-
(2006)
Journal of Learning Disabilities
, vol.39
, pp. 157-169
-
-
Vellutino, F.R.1
Scanlon, D.M.2
Small, S.3
Fanuele, D.P.4
-
71
-
-
38549175290
-
Research-based implications from extensive early reading interventions
-
Wanzek J., and Vaughn S. Research-based implications from extensive early reading interventions. School Psychology Review 36 (2007) 541-561
-
(2007)
School Psychology Review
, vol.36
, pp. 541-561
-
-
Wanzek, J.1
Vaughn, S.2
-
72
-
-
0035602636
-
Students with severe learning disabilities can learn higher order comprehension skills
-
Wilder A.A., and Williams J.P. Students with severe learning disabilities can learn higher order comprehension skills. Journal of Educational Psychology 93 (2001) 268-278
-
(2001)
Journal of Educational Psychology
, vol.93
, pp. 268-278
-
-
Wilder, A.A.1
Williams, J.P.2
-
73
-
-
0033113895
-
Training phonological awareness with and without explicit attention to articulation
-
Wise B., Ring J., and Olson R.K. Training phonological awareness with and without explicit attention to articulation. Journal of Experimental Child Psychology 72 (1999) 271-304
-
(1999)
Journal of Experimental Child Psychology
, vol.72
, pp. 271-304
-
-
Wise, B.1
Ring, J.2
Olson, R.K.3
|