UB Paderborn / Katalog / Suche / in CDI

Sortiert nach

Einfacher Volltextzugriff von (fast) überall

Installieren Sie die LibKey Nomad-Browsererweiterung und erhalten Sie von vielen Webseiten einfachen Zugriff auf lizenzierte Volltexte oder Open Access Publikationen. Mehr erfahren...

The Impact of Student Race, Sex, and Mindset on Reading Intervention Response at the Upper Elementary Level

The Elementary school journal, 2023-03, Vol.123 (3), p.437-456

2023

Volltextzugriff (PDF)

A Longitudinal Cluster-Randomized Controlled Study on the Accumulating Effects of Individualized Literacy Instruction on Students' Reading From First Through Third Grade

Psychological science, 2013-08, Vol.24 (8), p.1408-1419

2013

Volltextzugriff (PDF)

Elementary teacher’s knowledge of response to intervention implementation: a preliminary factor analysis

Annals of dyslexia, 2019-04, Vol.69 (1), p.34-53

2019

Volltextzugriff (PDF)

Intensive Intervention for Upper Elementary Students With Severe Reading Comprehension Difficulties

Journal of research on educational effectiveness, 2020-07, Vol.13 (3), p.408-429

2020

Volltextzugriff (PDF)

Exploring Individual Differences in Response to Reading Intervention: Data from Project KIDS (Kids and Individual Differences in Schools)

Grantee Submission, 2022-02, Vol.10 (2), p.1

2022

Volltextzugriff (PDF)

What We Know and Need to Know about Literacy Interventions for Elementary Students with Reading Difficulties and Disabilities, including Dyslexia

Reading research quarterly, 2023-04, Vol.58 (2), p.313-332

2023

Volltextzugriff (PDF)

The Prevalence and Stability of Challenging Behaviors and Concurrent Early Literacy Growth among Kindergartners at Reading Risk

The Elementary school journal, 2019-12, Vol.120 (2), p.220-242

2019

Volltextzugriff (PDF)

Assessing Measurement Invariance Across Multiple Groups: When Is Fit Good Enough?

Educational and psychological measurement, 2022-06, Vol.82 (3), p.482-505

2022

Volltextzugriff (PDF)

Elementary Grade Intervention Approaches to Treat Specific Learning Disabilities, Including Dyslexia

Language, speech & hearing services in schools, 2018-10, Vol.49 (4), p.829-842

2018

Volltextzugriff (PDF)

Early Reading Outcomes in Response to a Comprehensive Reading Curriculum for Students With Autism Spectrum Disorder and Intellectual Disability

Focus on autism and other developmental disabilities, 2024-06, Vol.39 (2), p.71-83

2024

Volltextzugriff (PDF)

Evaluating the dimensionality of first-grade written composition

Journal of speech, language, and hearing research, 2014-02, Vol.57 (1), p.199-211

2014

Volltextzugriff (PDF)

Oral Reading Fluency Development for Children with Emotional Disturbance or Learning Disabilities

Exceptional children, 2014-01, Vol.80 (2), p.187-204

2014

Volltextzugriff (PDF)

Student Behavior Ratings and Response to Tier 1 Reading Intervention: Which Students Do Not Benefit?

Journal of research on educational effectiveness, 2024-07, Vol.17 (3), p.491-512

2024

Volltextzugriff (PDF)

Effects of a Year Long Supplemental Reading Intervention for Students With Reading Difficulties in Fourth Grade

Journal of educational psychology, 2017-11, Vol.109 (8), p.1103-1119

2017

Volltextzugriff (PDF)

Data envelopment analysis (DEA) in the educational sciences

The Journal of experimental education, 2022, Vol.90 (4), p.1021-1040

2022

Volltextzugriff (PDF)

Relations between reading and writing: a longitudinal examination from grades 3 to 6

Reading & writing, 2018-09, Vol.31 (7), p.1591-1618

2018

Volltextzugriff (PDF)

Is Reading Important in Reading-Readiness Programs? A Randomized Field Trial With Teachers as Program Implementers

Journal of educational psychology, 2001-06, Vol.93 (2), p.251-267

2001

Volltextzugriff (PDF)

The Relation of Linguistic Awareness and Vocabulary to Word Reading and Spelling for First-Grade Students Participating in Response to Intervention

Language, speech & hearing services in schools, 2013-10, Vol.44 (4), p.337-347

2013

Volltextzugriff (PDF)

To Wait in Tier 1 or Intervene Immediately: A Randomized Experiment Examining First-Grade Response to Intervention in Reading

Exceptional children, 2014-10, Vol.81 (1), p.11-27

2014

Volltextzugriff (PDF)

Exploring the amount and type of writing instruction during language arts instruction in kindergarten classrooms

Reading & writing, 2014-02, Vol.27 (2), p.213-236

2014

Volltextzugriff (PDF)

Effects of a Peer-Mediated Program on Reading Skill Acquisition for Two-Way Bilingual First-Grade Classrooms

Learning disability quarterly, 2007-08, Vol.30 (3), p.169-184

2007

Volltextzugriff (PDF)

Socioeconomic and gender group differences in early literacy skills: a multiple-group confirmatory factor analysis approach

Educational research and evaluation, 2015-01, Vol.21 (1), p.40-59

2015

Volltextzugriff (PDF)

Planning and Implementing Effective Language and Reading Comprehension Instructional Techniques for Students with Autism Spectrum Disorder and Cognitive Disabilities

The Reading teacher, 2023-07, Vol.77 (1), p.47-58

2023

Volltextzugriff (PDF)

Developmental Trajectories of Writing Skills in First Grade: Examining the Effects of SES and Language and/or Speech Impairments

The Elementary school journal, 2015-06, Vol.115 (4), p.593-613

2015

Volltextzugriff (PDF)

The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners

Reading & writing, 2014-02, Vol.27 (2), p.237-253

2014

Volltextzugriff (PDF)

1 – 25 von 136

Suche als RSS-Feed

Aktive Filter

KollektionApplied Social Sciences Index & Abstracts (ASSIA)

Suchergebnisse filtern

Filter anzeigen

Nur zeigen

Geprüft (Peer-Review)
(119)
Mit Volltextzugriff
(124)

Publikationsform

Sprache

Englisch
(136)

Erscheinungsjahr

n.n

Thema

15 weitere anzeigen...

Weniger anzeigen...

Menü

Weitere Dienste

Einstellungen

The Impact of Student Race, Sex, and Mindset on Reading Intervention Response at the Upper Elementary Level

A Longitudinal Cluster-Randomized Controlled Study on the Accumulating Effects of Individualized Literacy Instruction on Students' Reading From First Through Third Grade

Elementary teacher’s knowledge of response to intervention implementation: a preliminary factor analysis

Intensive Intervention for Upper Elementary Students With Severe Reading Comprehension Difficulties

Exploring Individual Differences in Response to Reading Intervention: Data from Project KIDS (Kids and Individual Differences in Schools)

What We Know and Need to Know about Literacy Interventions for Elementary Students with Reading Difficulties and Disabilities, including Dyslexia

The Prevalence and Stability of Challenging Behaviors and Concurrent Early Literacy Growth among Kindergartners at Reading Risk

Assessing Measurement Invariance Across Multiple Groups: When Is Fit Good Enough?

Elementary Grade Intervention Approaches to Treat Specific Learning Disabilities, Including Dyslexia

Early Reading Outcomes in Response to a Comprehensive Reading Curriculum for Students With Autism Spectrum Disorder and Intellectual Disability

Evaluating the dimensionality of first-grade written composition

Oral Reading Fluency Development for Children with Emotional Disturbance or Learning Disabilities

Student Behavior Ratings and Response to Tier 1 Reading Intervention: Which Students Do Not Benefit?

Effects of a Year Long Supplemental Reading Intervention for Students With Reading Difficulties in Fourth Grade

Data envelopment analysis (DEA) in the educational sciences

Relations between reading and writing: a longitudinal examination from grades 3 to 6

Is Reading Important in Reading-Readiness Programs? A Randomized Field Trial With Teachers as Program Implementers

The Relation of Linguistic Awareness and Vocabulary to Word Reading and Spelling for First-Grade Students Participating in Response to Intervention

To Wait in Tier 1 or Intervene Immediately: A Randomized Experiment Examining First-Grade Response to Intervention in Reading

Exploring the amount and type of writing instruction during language arts instruction in kindergarten classrooms

Effects of a Peer-Mediated Program on Reading Skill Acquisition for Two-Way Bilingual First-Grade Classrooms

Socioeconomic and gender group differences in early literacy skills: a multiple-group confirmatory factor analysis approach

Planning and Implementing Effective Language and Reading Comprehension Instructional Techniques for Students with Autism Spectrum Disorder and Cognitive Disabilities

Developmental Trajectories of Writing Skills in First Grade: Examining the Effects of SES and Language and/or Speech Impairments

The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners

Aktive Filter

Suchergebnisse filtern