Zobrazeno 1 - 5
of 5
pro vyhledávání: '"Darci Burns"'
Publikováno v:
Learning Disabilities Research & Practice. 34:110-117
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5d5cf4f960d93c8b7bd9038a97e2dcbf
https://doi.org/10.1111/ldrp.12192
https://doi.org/10.1111/ldrp.12192
Autor:
Nicholas A. Gage, Ashley Oldham, Darci Burns, Margie B. Gillis, Taylor Koriakin, Michael D. Coyne, Kaitlin Leonard, Shaun M. Dougherty
Publikováno v:
Exceptional Children. 84:350-367
A large body of research supports the efficacy of small group reading interventions for students in Grades K through 3. However, there are few studies evaluating the effects of supplemental Tier-2 intervention implemented within a response to interve
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f313dace3df715675a580459e0b0f87e
https://doi.org/10.1177/0014402918772791
https://doi.org/10.1177/0014402918772791
Publikováno v:
New Directions for Child and Adolescent Development. 2016:67-85
Although there is widespread agreement about the practices associated with multitiered systems of support (MTSS) frameworks in beginning reading, we often underestimate the systems and infrastructure that schools need to implement and sustain these p
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6493e027e6c7c531f62a12db6cc97682
https://doi.org/10.1002/cad.20175
https://doi.org/10.1002/cad.20175
Publikováno v:
Learning Disability Quarterly. 39:226-239
This study examines the effect of 30 min of small group explicit instruction on reading outcomes for first-grade Spanish-speaking English learners (ELs) at risk of reading difficulties. Participants were 78 ELs from seven schools who were receiving S
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::19d3e12fcbba3dafb276c71db671e7fc
https://doi.org/10.1177/0731948715616757
https://doi.org/10.1177/0731948715616757
Publikováno v:
New directions for child and adolescent development. 2016(154)
Although there is widespread agreement about the practices associated with multitiered systems of support (MTSS) frameworks in beginning reading, we often underestimate the systems and infrastructure that schools need to implement and sustain these p
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=pmid________::80ebbb89f4fd86e6c525e8e42ee2f9ed
https://pubmed.ncbi.nlm.nih.gov/27922222
https://pubmed.ncbi.nlm.nih.gov/27922222