Comparison of the Relationship Between Words Retained and Intelligence for Three Instructional Strategies Among Students with Below-Average IQ-Reference-Cited by-同舟云学术

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Comparison of the Relationship Between Words Retained and Intelligence for Three Instructional Strategies Among Students with Below-Average IQ

Published:2009-06-01 Issue:2 Volume:38 Page:284-292
ISSN:2372-966X
Container-title:School Psychology Review
language:en
Short-container-title:School Psychology Review

Author:

Burns Matthew K.¹,Boice Christina H.¹

Affiliation:

1. University of Minnesota

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/02796015.2009.12087838

Cited by 17 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

1. Differential effectiveness, efficiency, and acceptability of drill‐based interventions targeting multiplication facts;Psychology in the Schools;2023-02-08

2. Instructional Support for Fact Fluency Among Students with Mathematics Difficulties;Mathematical Cognition and Understanding;2023

3. Effects of Incremental Rehearsal on Sight Word and Letter Acquisition among Students with Autism and Cognitive Impairment;Journal of Applied School Psychology;2022-08-28

4. Leveraging technology: A multi-component personalized system of instruction to teach sight words;Journal of School Psychology;2019-02

5. Examining Incremental Rehearsal: Multiplication Fluency with Fifth-Grade Students with Math IEP Goals;Contemporary School Psychology;2018-03-21

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