Interpreting comprehension outcomes after multiple-component reading intervention for children and adolescents with reading disabilities-Reference-Cited by-同舟云学术

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Interpreting comprehension outcomes after multiple-component reading intervention for children and adolescents with reading disabilities

Published:2022-12 Issue: Volume:100 Page:102224
ISSN:1041-6080
Container-title:Learning and Individual Differences
language:en
Short-container-title:Learning and Individual Differences

Author:

Lovett Maureen W.,Frijters Jan C.,Steinbach Karen A.,De Palma Maria,Lacerenza Léa,Wolf Maryanne,Sevcik Rose A.,Morris Robin D.

Publisher

Elsevier BV

Subject

Developmental and Educational Psychology,Education,Social Psychology

Reference67 articles.

1. Semi-parametric difference-in-differences estimators;Abadie;Review of Economic Studies,2005

2. Mostly harmless econometrics: An Empiricist’s Companion;Angrist,2009

3. Reading comprehension instruction for students with learning disabilities, 1995–2006: A meta-analysis;Berkeley;Remedial and Special Education,2010

4. Confidence intervals for standardized linear contrasts of means;Bonett;Psychological Methods,2008

Cited by 3 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. Mediators of working memory and reading in a sample of children with reading difficulty: The roles of phonemic awareness and rapid automatized naming;Dyslexia;2024-05-28

2. A Randomized Controlled Trial of Tutor- and Computer-Delivered Inferential Comprehension Interventions for Middle School Students with Reading Difficulties;Scientific Studies of Reading;2024-04-03

3. Towards a dynamic, comprehensive conceptualization of dyslexia;Annals of Dyslexia;2024-01-13

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