Supporting first-grade writers who fail to learn: multiple single-case evaluation of a Response to Intervention approach
Author:
Funder
Fundación BBVA
Publisher
Springer Science and Business Media LLC
Subject
Speech and Hearing,Linguistics and Language,Education,Neuropsychology and Physiological Psychology
Link
http://link.springer.com/article/10.1007/s11145-018-9817-x/fulltext.html
Reference53 articles.
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2. Alves, R. A., Limpo, T., Fidalgo, R., Carvalhais, L., Pereira, L. Á., & Castro, S. L. (2016). The impact of promoting transcription on early text production: Effects on bursts and pauses, levels of written language, and writing performance. Journal of Educational Psychology, 108(5), 665–679. https://doi.org/10.1037/edu0000089 .
3. Barnes, A. C., & Harlacher, J. E. (2008). Clearing the confusion: Response-to-intervention as a set of principles. Education and Treatment of Children, 31(3), 417–431. https://doi.org/10.1353/etc.0.0000 .
4. Beers, S. F., & Nagy, W. E. (2009). Syntactic complexity as a predictor of adolescent writing quality: Which measures? which genre? Reading and Writing, 22(2), 185–200. https://doi.org/10.1007/s11145-007-9107-5 .
5. Berninger, V. W., Nagy, W. E., & Beers, S. F. (2011). Child writers’ contruction and reconstruction of single sentences and construction of multisentence text: Contributions of syntax and transcription to translation. Reading and Writing, 24(2), 151–182. https://doi.org/10.1007/s11145-010-9262-y .
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