The Role of Neural and Genetic Processes in Learning to Read and Specific Reading Disabilities Implications for Instruction

von Church, Jessica A
Veröffentlicht in: Reading research quarterly (2023)

A Commentary on Bowers (2020) and the Role of Phonics Instruction in Reading

von Fletcher, Jack M
Veröffentlicht in: Educational psychology review (2021)

Cognitive Attributes of Adequate and Inadequate Responders to Reading Intervention in Middle School

von Miciak, Jeremy
Veröffentlicht in: School psychology review (2014)

Evaluation of the Technical Adequacy of Three Methods for Identifying Specific Learning Disabilities Based on Cognitive Discrepancies

von Stuebing, Karla K
Veröffentlicht in: School psychology review (2012)

Reliability and Validity of Oral Reading Fluency Median and Mean Scores among Middle Grade Readers When Using Equated Texts

von Barth, Amy E
Veröffentlicht in: Reading psychology (2012)

Cognitive Correlates of Inadequate Response to Reading Intervention

von Fletcher, Jack M
Veröffentlicht in: School psychology review (2011)

Response to Intervention for Middle School Students With Reading Difficulties Effects of a Primary and Secondary Intervention

von Vaughn, Sharon
Veröffentlicht in: School psychology review (2010)

Thoughts on Rethinking Response to Intervention With Secondary Students

von Vaughn, Sharon
Veröffentlicht in: School psychology review (2010)