The effectiveness of supplemental phonics instruction employing constant time delay instruction for struggling readers-Reference-Cited by-同舟云学术

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The effectiveness of supplemental phonics instruction employing constant time delay instruction for struggling readers

Published:2018-06-07 Issue:7 Volume:55 Page:880-892
ISSN:0033-3085
Container-title:Psychology in the Schools
language:en
Short-container-title:Psychol. Schs.

Author:

Bradley Rachel L.¹^ORCID,Noell George H.¹

Affiliation:

1. Louisiana State University

Publisher

Wiley

Subject

Developmental and Educational Psychology,Education

Link

http://onlinelibrary.wiley.com/wol1/doi/10.1002/pits.22148/fullpdf

Reference49 articles.

1. Shaping academic task engagement with percentile schedules;Athens;Journal of Applied Behavior Analysis,2007

2. Perhaps it would be better not to know everything;Baer;Journal of Applied Behavior Analysis,1977

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1. Establishing Component-to-Composite Textual Responses: A Common Obstacle in Learning to Read;Journal of Behavioral Education;2024-04-10

2. Paraprofessionals’ Implementation of Constant Time Delay Procedures With Elementary Students With High-Intensity Behavioral Support Needs;Behavioral Disorders;2024-02-18

3. On the Science of Reading: How Social Justice, Behavior Analysis, and Literacy Instruction Converge;Behavior and Social Issues;2024-01-05

4. Using Constant Time Delay to Teach Final-Letter Groupsigns in Braille;Journal of Visual Impairment & Blindness;2023-11

5. Using an intervention package with percentile schedules to increase on‐task behavior;Behavioral Interventions;2022-01-03

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