The footprint of the COVID-19 pandemic in reading performance of students in the U.S. with and without disabilities

Author:

Chatzoglou Eleni,Fishstrom Sarah,Payne S. Blair,Andress Tim T.,Vaughn Sharon

Funder

Alexander S. Onassis Public Benefit Foundation

Publisher

Elsevier BV

Subject

Clinical Psychology,Developmental and Educational Psychology

Reference73 articles.

1. Explicit instruction: Effective and efficient teaching;Archer,2011

2. Baker, S., Lesaux, N., Jayanthi, M., Dimino, J., Proctor, C. P., Morris, J., Gersten, R., Haymond, K., Kieffer, M. J., Linan-Thompson, S., & Newman-Gonchar, R. (2014). Teaching academic content and literacy to English learners in elementary and middle school. National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. 〈https://files.eric.ed.gov/fulltext/ED544783.pdf〉.

3. School reopening during COVID-19 pandemic: Considering students with disabilities;Brandenburg;Journal of Pediatric Rehabilitation Medicine,2020

4. Center on Reinventing Public Education . (2021). Rapid response data center: Fall 2020–summer 2021. Center on Reinventing Public Education. 〈https://crpe.org/pandemic-learning/tracking-district-actions/〉.

5. Centers for Disease Control and Prevention. (2020). CDC releases new resources and tools to support opening schools. Centers for Disease Control and Prevention. 〈https://www.cdc.gov/media/releases/2020/p0723-new-resources-tools-schools.html〉.

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