Just-in-time pedagogy: teachers' perspectives on the response to intervention framework.
- Published in:
- Journal of Research in Reading, 2013, v. 36, n. 1, p. 75, doi. 10.1111/j.1467-9817.2011.01494.x
- By:
- Publication type:
- Article
Works matching IS 01410423 AND DT 2013 AND VI 36 AND IP 1
Results: 7
1
2
Examining teachers' beliefs about and implementation of a balanced literacy framework.
- Published in:
- Journal of Research in Reading, 2013, v. 36, n. 1, p. 14, doi. 10.1111/j.1467-9817.2010.01483.x
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- Publication type:
- Article
3
Beyond language borders: orthographic processing and word reading in Spanish-English bilinguals.
- Published in:
- Journal of Research in Reading, 2013, v. 36, n. 1, p. 58, doi. 10.1111/j.1467-9817.2011.01490.x
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- Publication type:
- Article
4
One complicated extended family: the influence of alphabetic knowledge and vocabulary on phonemic awareness.
- Published in:
- Journal of Research in Reading, 2013, v. 36, n. 1, p. 29, doi. 10.1111/j.1467-9817.2010.01486.x
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- Publication type:
- Article
5
Phoneme awareness, vocabulary and word decoding in monolingual and bilingual Dutch children.
- Published in:
- Journal of Research in Reading, 2013, v. 36, n. 1, p. 1, doi. 10.1111/j.1467-9817.2011.01480.x
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- Publication type:
- Article
6
Does naturally occurring comprehension strategies instruction make a difference when students read expository text?
- Published in:
- Journal of Research in Reading, 2013, v. 36, n. 1, p. 42, doi. 10.1111/j.1467-9817.2011.01489.x
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- Publication type:
- Article
7
Reviewing evidence-based practice for pupils with dyslexia and literacy difficulties.
- Published in:
- Journal of Research in Reading, 2013, v. 36, n. 1, p. 96, doi. 10.1111/j.1467-9817.2011.01495.x
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- Publication type:
- Article