Intervention Research for Students with Co-occurring Reading Difficulties and Inattention: A Systematic Review of Single-Case Design Studies
Author:
Funder
Institute of Education Sciences
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology,Education
Link
https://link.springer.com/content/pdf/10.1007/s10864-023-09517-5.pdf
Reference64 articles.
1. References marked with an asterisk (*) indicate studies included in the synthesis.
2. *Bouck, E. C., Truckenmiller, A., Bone, E., & Flanagan, S. (2021). Comparing the effectiveness of reading modifications on comprehension accuracy and reading comprehension rate. Preventing School Failure: Alternative Education for Children and Youth, 65(3), 194–205.
3. Briesch, A. M., Chafouleas, S. M., Nissen, K., & Long, S. (2020). A review of state-level procedural guidance for implementing multitiered systems of support for behavior (MTSS-B). Journal of Positive Behavior Interventions, 22(3), 131–144.
4. *Bruhn, A., & Watt, S. (2012). Improving behavior by using multicomponent self-monitoring within a targeted reading intervention. Behavioral Disorders, 38(1), 3–17.
5. *Bruhn, A. L., Vogelgesang, K., Fernando, J., & Lugo, W. (2016). Using data to individualize a multicomponent, technology-based self-monitoring intervention. Journal of Special Education Technology, 31(2), 64–76.
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