Zobrazeno 1 - 10
of 26
pro vyhledávání: '"David P. Hurford"'
Autor:
Kristin L. Sayeski, David P. Hurford
Publikováno v:
The Physical Educator. 27
Practitioners seeking an evidence-based reading intervention program for students with specific learning disabilities can fall unknowingly into the research-to-practice gap. Although a vast body of research demonstrates the importance of specific ele
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::338faaf256e904ddbdb293ed059e0a54
https://doi.org/10.18666/ldmj-2022-v27-i2-11720
https://doi.org/10.18666/ldmj-2022-v27-i2-11720
Autor:
David P. Hurford, Autumn Wines
Publikováno v:
Australian Journal of Learning Difficulties. 27:1-17
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::252935869787b7c58c07e4cb6ba9b97b
https://doi.org/10.1080/19404158.2021.1999996
https://doi.org/10.1080/19404158.2021.1999996
Autor:
Stephanie J. Wehner, Keith B. Overton, Courtney C. Swigart, Kayla R. Cullers, Laura M. Wilber, Brogan B. Hoover, Shanise R. Butts, Lauren P. Renner, Jordan L. Boux, Alex C. Fender, David P. Hurford, Julie D. Dumler, Thomas E. Hurford, Jordan K. Hevel
Publikováno v:
Reading Psychology. 37:885-916
Approximately 20% of students experience reading failure each year. One of the difficulties associated with this large percentage is that it has been documented that pre-service teachers may not be receiving the most appropriate training regarding re
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::cb9a420a85be82f51c00e6b7b1eb8c82
https://doi.org/10.1080/02702711.2015.1133464
https://doi.org/10.1080/02702711.2015.1133464
Autor:
Paige S. Boydston, Mary E. Pike, Jordan L. Boux, Courtney C. Swigart, Shanise R. Butts, Trent A. Becker, Christy L. Cox, Alex C. Fender, David P. Hurford
Publikováno v:
Journal of Attention Disorders. 21:929-937
Objective: To examine the performance differences on the Test of Variables of Attention (TOVA) among different IQ level groups. Method: The present study examined the results of the TOVA with 138 elementary students aged 6 to 10 years who were assign
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::e3ae3ddeb6a8aeb71c1a7e3decfec721
https://doi.org/10.1177/1087054714550480
https://doi.org/10.1177/1087054714550480
Autor:
Lauren P. Renner, Michelle M Keiper, Jeremy D Hurford, Samantha P. Nitcher, Kimberly L Head, David P. Hurford
Publikováno v:
Journal of Childhood & Developmental Disorders. 2
Dyslexia is the most common and widely studied learning disability affecting nearly 20% of the children in the United States. Although the Science of Reading provides considerable information with regard to the nature of dyslexia, its evaluation and
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0a36829bebdac6b5983e9b0c0fc1c789
https://doi.org/10.4172/2472-1786.100034
https://doi.org/10.4172/2472-1786.100034
Publikováno v:
Women & Criminal Justice. 21:83-99
The present study was an investigation into the needs of women in prison. The purpose was to explore women's rehabilitation needs and assess whether correctional programs and policies are promoting rehabilitation. Both quantitative and qualitative da
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::fe7477c62231e56accb30efc9e540d23
https://doi.org/10.1080/08974454.2011.558794
https://doi.org/10.1080/08974454.2011.558794
Publikováno v:
Reading Psychology. 23:159-180
The success of early intervention programs created to prevent children from experiencing reading failure is contingent upon the accurate identification of children at risk for reading difficulties. The present study assessed 291 first graders (M Age
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9fe849a060f39032b65e3d757e1c9906
https://doi.org/10.1080/02702710290061300
https://doi.org/10.1080/02702710290061300
Publikováno v:
Mathematics Education Research Journal. 12:53-61
Two intact classes of 30 undergraduate students enrolled in the same general education mathematics course were each administered the IPSP Mathematics Problem Solving Test and the Mathematics Anxiety Rating Scale at the beginning and end of the semest
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::242245f42ce1d5b920cce8e163899dbc
https://doi.org/10.1007/bf03217074
https://doi.org/10.1007/bf03217074
Autor:
Raymond E. Sanders, David P. Hurford
Publikováno v:
Contemporary Educational Psychology. 20:121-126
Hurford and Sanders (1990) previously found that second- and fourth-grade children with reading disabilities who were given an auditory phonological intervention significantly improved their processing abilities. In the present study, 10 second-grade
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::dcbef19c6b18c238bf810fdffd4a4366
https://doi.org/10.1006/ceps.1995.1007
https://doi.org/10.1006/ceps.1995.1007
Autor:
David P. Hurford, Lillian Huff, Jeanette Neal, Angela Awad, Stephanie Hampton, Mark Johnston, Kimberly McGeorge, Shelly Moore, Clayton Tatro, Christine Juliano, Denise Huffman, Angela Mueller, Paula Nepote
Publikováno v:
Journal of Learning Disabilities. 27:647-659
The present study assessed 486 first-quarter first graders on their reading and phonologicalprocessing skills and intelligence. Based on this assessment, and using the classification data from Hurford et al.'s (1993) study, 99 children were identifie
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::b7e9e9c80c3a4c100c9b78f080918481
https://doi.org/10.1177/002221949402701005
https://doi.org/10.1177/002221949402701005