Zobrazeno 1 - 10
of 55
pro vyhledávání: '"C. Moats"'
Autor:
H. Wu, M. Kumar, E. Fray, R. Siliciano, J. Smedley, G. Meyers, R. Maziarz, B. Burwitz, J. Stanton, J. Sacha, W. Weber, C. Waytashek, C. Boyle, K. Bateman, J. Reed, J. Hwang, C. Shriver-Munsch, M. Northrup, K. Armantrout, H. Price, M. Robertson-LeVay, S. Uttke, S. Junell, C. Moats, R. Bochart, J. Sciurba, B. Bimber, M. Sullivan, B. Dozier, R. MacAllister, T. Hobbs, L. Martin, J. Siliciano, M. Axthelm
Publikováno v:
Journal of Virus Eradication, Vol 8, Iss , Pp 100252- (2022)
Externí odkaz:
https://doaj.org/article/4337bedd831a4b6caf3bc67e4f5e8b35
Autor:
Louisa C, Moats
Publikováno v:
School Psychology. 38:42-43
This article discusses teaching expertise as the best antidote for educational inequities. Economically disadvantaged and minority students are over-represented in the population of those experiencing reading difficulties, and therefore the societal
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::8163658878fc1e32a7cfef9135314678
https://doi.org/10.1037/spq0000497
https://doi.org/10.1037/spq0000497
Autor:
Louisa C. Moats, Barbara R. Foorman
Publikováno v:
Components of Effective Reading Intervention ISBN: 9781315046365
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::122222c9ea15b700044331a16fbace18
https://doi.org/10.4324/9781315046365-1
https://doi.org/10.4324/9781315046365-1
Akademický článek
Tento výsledek nelze pro nepřihlášené uživatele zobrazit.
K zobrazení výsledku je třeba se přihlásit.
K zobrazení výsledku je třeba se přihlásit.
Autor:
Kusum K. Kharbanda, Paul G. Thomes, Sandra L. Todero, Ryan M. Harris, Natalia A. Osna, Jordan C. Moats, Dean J. Tuma
Publikováno v:
Alcoholism: Clinical and Experimental Research. 38:641-648
We have previously shown that decreased S-adenosylmethionine (SAM):S-adenosylhomocysteine (SAH) ratio generated in livers of alcohol-fed rats can impair the activities of many SAM-dependent methyltransferases. One such methyltransferase is guanidinoa
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::f23c015edce39c75422a0c48d467be03
https://doi.org/10.1111/acer.12306
https://doi.org/10.1111/acer.12306
Autor:
Martina Mookadam, Carolyn C. Moats, Brie N. Noble, Michael Grover, Richard Engle, Jon T. Nordrum
Publikováno v:
American Journal of Medical Quality. 28:485-491
The objective of this study was to educate health care providers and patients to reduce overall antibiotic prescription rates for patients with acute respiratory tract infection (ARTI). An interdisciplinary quality improvement team used the Define, M
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::f2d5e161b69df0a9c9c0b6bdb78b960f
https://doi.org/10.1177/1062860613476133
https://doi.org/10.1177/1062860613476133
Autor:
Louisa C. Moats
Publikováno v:
Journal of Learning Disabilities. 42:387-391
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::705ac0253f1e70afdea824470e8f83f5
https://doi.org/10.1177/0022219409338735
https://doi.org/10.1177/0022219409338735
Autor:
Louisa C. Moats
Publikováno v:
Reading and Writing. 22:379-399
Changes in education policy, the accumulation of research evidence that skilled instruction prevents and ameliorates reading failure, accountability requirements, and a new emphasis on multi-tiered interventions in schools are all causing a growing i
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8801f70d58a5cffd3ae862332ee870c6
https://doi.org/10.1007/s11145-009-9162-1
https://doi.org/10.1007/s11145-009-9162-1
Publikováno v:
Remedial and Special Education. 29:364-382
The phenomenon of using progress monitoring data to inform literacy instruction was explored in the context of four schools during their 2nd year of Reading First implementation. Open-ended interviews and surveys from 10 teachers, purposefully select
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5f5766b670b12f6154ed581e68329bca
https://doi.org/10.1177/0741932507314021
https://doi.org/10.1177/0741932507314021
Publikováno v:
Reading and Writing. 19:363-391
From a larger longitudinal study of 610 fourth graders in 17 inner city schools, 40 students were randomly selected from 10 classrooms rated high (i.e., top quartile) or low (i.e., bottom quartile) in quality of writing instruction in grades 3 and 4.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::37a6e8d6d9556f31157297b4f696e18e
https://doi.org/10.1007/s11145-005-4944-6
https://doi.org/10.1007/s11145-005-4944-6