Works matching IS 00222194 AND DT 2008 AND VI 41 AND IP 2

Results: 13

Predicting reading success in a multilevel schoolwide reading model: a retrospective analysis.

Published in:

2008

By:

Chard DJ;
Stoolmiller M;
Harn BA;
Wanzek J;
Vaughn S;
Linan-Thompson S;
Kame'enui EJ

Publication type:

Journal Article

Intensifying instruction: does additional instructional time make a difference for the most at-risk first graders?

Published in:

2008

By:

Harn BA;
Linan-Thompson S;
Roberts G

Publication type:

Journal Article

Indexing response to intervention: a longitudinal study of reading risk from kindergarten through third grade.

Published in:

2008

By:

Simmons DC;
Coyne MD;
Kwok O;
McDonagh S;
Harn BA;
Kame'enui EJ

Publication type:

Journal Article

Measuring the dimensions of alphabetic principle on the reading development of first graders: the role of automaticity and unitization.

Published in:

2008

By:

Harn BA;
Stoolmiller M;
Chard DJ

Publication type:

Journal Article

Effects of small-group reading instruction and curriculum differences for students most at risk in kindergarten: two-year results for secondary- and tertiary-level interventions.

Published in:

2008

By:

Kamps D;
Abbott M;
Greenwood C;
Wills H;
Veerkamp M;
Kaufman J

Publication type:

Journal Article

Introduction to the special series on systemic, multitier instructional models: emerging research on factors that support prevention of reading difficulties.

Published in:

2008

By:

Chard DJ;
Linan-Thompson S

Publication type:

Journal Article

Predicting Reading Success in a Multilevel Schoolwide Reading Model.

Published in:

Journal of Learning Disabilities, 2008, v. 41, n. 2, p. 174, doi. 10.1177/0022219407313588

By:

Chard, David J.;
Stoolmiller, Mike;
Harn, Beth A.;
Wanzek, Jeanne;
Vaughn, Sharon;
Linan-Thompson, Sylvia;
Kame'enui, Edward J.

Publication type:

Article

Indexing Response to Intervention.

Published in:

Journal of Learning Disabilities, 2008, v. 41, n. 2, p. 158, doi. 10.1177/0022219407313587

By:

Simmons, Deborah C.;
Coyne, Michael D.;
Oi-man Kwok;
McDonagh, Sarah;
Harn, Beth A.;
Kame'enui, Edward J.

Publication type:

Article

Intensifying Instruction.

Published in:

Journal of Learning Disabilities, 2008, v. 41, n. 2, p. 115, doi. 10.1177/0022219407313586

By:

Harn, Beth A.;
Linan-Thompson, Sylvia;
Roberts, Gregory

Publication type:

Article

Measuring the Dimensions of Alphabetic Principle on the Reading Development of First Graders.

Published in:

Journal of Learning Disabilities, 2008, v. 41, n. 2, p. 143, doi. 10.1177/0022219407313585

By:

Harn, Beth A.;
Stoolmiller, Mike;
Chard, David J.

Publication type:

Article

Response to Varying Amounts of Time in Reading Intervention for Students With Low Response to Intervention.

Published in:

Journal of Learning Disabilities, 2008, v. 41, n. 2, p. 126, doi. 10.1177/0022219407313426

By:

Wanzek, Jeanne;
Vaughn, Sharon

Publication type:

Article

Effects of Small-Group Reading Instruction and Curriculum Differences for Students Most at Risk in Kindergarten.

Published in:

Journal of Learning Disabilities, 2008, v. 41, n. 2, p. 101, doi. 10.1177/0022219407313412

By:

Kamps, Debra;
Abbott, Mary;
Greenwood, Charles;
Wills, Howard;
Veerkamp, Mary;
Kaufman, Jorun

Publication type:

Article

Introduction to the Special Series on Systemic, Multitier Instructional Models.

Published in:

Journal of Learning Disabilities, 2008, v. 41, n. 2, p. 99, doi. 10.1177/0022219407313411

By:

Chard, David J.;
Linan-Thompson, Sylvia

Publication type:

Article