Funder
Eunice Kennedy Shriver National Institute of Child Health and Human Development
Institute of Education Sciences
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology
Reference145 articles.
1. Al Otaiba, S., & Fuchs, D. (2006). Who Are the Young Children for Whom Best Practices in Reading Are Ineffective? An Experimental and Longitudinal Study. Journal of Learning Disabilities, 39(5), 414–431.
2. *Al Otaiba, S., Connor, C. M., Folsom, J. S., Wanzek, J., Greulich, L., Schatschneider, C., & Wagner, R. K. (2014). To wait in tier 1 or intervene immediately: A randomized experiment examining first-grade response to intervention in reading. Exceptional Children, 81(1), 11–27.
3. *Al Otaiba, S., Schatschneider, C., & Silverman, E. (2005). Tutor-assisted intensive learning strategies in kindergarten: how much is enough? Exceptionality, 13, 195–208.
4. *Alves, K. D., Kennedy, M. J., Brown, T. S., & Solis, M. (2015). Story grammar instruction with third and fifth grade students with learning disabilities and other struggling readers. Learning Disabilities: A Contemporary Journal, 13(1), 73–93.
5. Bala, M. M., Akl, E. A., Sun, X., Bassler, D., Mertz, D., Mejza, F., et al. (2013). Randomized trials published in higher vs. lower impact journals differ in design, conduct, and analysis. Journal of Clinical Epidemiology, 66(3), 286–295.
Cited by
34 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献