Introduction to the special issue: The role of literacy assessment and intervention in special education.
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- Psychology in the Schools, 2010, v. 47, n. 5, p. 419, doi. 10.1002/pits.20479
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- Article
Works matching IS 00333085 AND DT 2010 AND VI 47 AND IP 5
Results: 9
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Evidence-based early reading practices within a Response to Intervention system.
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- Psychology in the Schools, 2010, v. 47, n. 5, p. 421, doi. 10.1002/pits.20480
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- Article
3
Why intensive interventions are necessary for students with severe reading difficulties.
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- Psychology in the Schools, 2010, v. 47, n. 5, p. 432, doi. 10.1002/pits.20481
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- Article
4
Comprehensive reading instruction for students with intellectual disabilities: Findings from the first three years of a longitudinal study.
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- Psychology in the Schools, 2010, v. 47, n. 5, p. 445, doi. 10.1002/pits.20482
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- Article
5
The development of phonological awareness with specific language-impaired and typical children.
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- Psychology in the Schools, 2010, v. 47, n. 5, p. 467, doi. 10.1002/pits.20483
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- Publication type:
- Article
6
An observation study of reading instruction provided to elementary students with learning disabilities in the resource room.
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- Psychology in the Schools, 2010, v. 47, n. 5, p. 481, doi. 10.1002/pits.20484
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- Publication type:
- Article
7
Effects of a 6-week, co-taught literacy unit on preservice special educators' literacy-education knowledge.
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- Psychology in the Schools, 2010, v. 47, n. 5, p. 493, doi. 10.1002/pits.20485
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- Publication type:
- Article
8
A measure of emergent literacy for students with severe developmental disabilities.
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- Psychology in the Schools, 2010, v. 47, n. 5, p. 501, doi. 10.1002/pits.20486
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- Publication type:
- Article
9
Vocabulary use during storybook reading: Implications for children with augmentative and alternative communication needs.
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- Psychology in the Schools, 2010, v. 47, n. 5, p. 514, doi. 10.1002/pits.20487
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- Publication type:
- Article