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The Effects of the Modified GIST Strategy on the Reading Comprehension of English Language Learners with Disabilities

Horton, Elizabeth A

2014

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ProQuest

Effective reading interventions for Spanish-speaking English learners with reading disabilities, English learners who struggle with reading, or both: A meta-analysis of second through fifth grades

Stephens, David

2014

Link zum Volltext
ProQuest

Intensive Reading Instruction For Learners With Developmental Disabilities

The Reading teacher, 2011-09, Vol.65 (1), p.35-45

Schnorr, Roberta F.

2011

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The CLUES Strategy: Improving Science Vocabulary Acquisition for Secondary English Language Learners with Reading Disabilities

Helman, Amanda

2015

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ProQuest

Effects of explicit reading comprehension strategy instruction for English learners with specific learning disabilities

Jozwik, Sara L

2015

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ProQuest

PALS for ELLs: Friend or Foe? Effects of Peer-Assisted Learning Strategies on Reading Skills of English Language Learners with and without Disabilities

ProQuest LLC, 2016

Colon, Gliset

2016

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ProQuest

Early Reading Intervention: Responding to the Learning Needs of Young At-Risk English Language Learners

Learning disability quarterly, 2009-08, Vol.32 (3), p.143-162

2009

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Use of Evidence-Based, Small-Group Reading Instruction for English Language Learners in Elementary Grades: Secondary-Tier Intervention

Learning disability quarterly, 2007-08, Vol.30 (3), p.153-168

2007

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Determining English Language Learners' Response to Intervention: Questions and Some Answers

Learning disability quarterly, 2007-08, Vol.30 (3), p.185-195

2007

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Does Supplemental Instruction Support the Transition From Spanish to English Reading Instruction for First-Grade English Learners at Risk of Reading Difficulties?

Learning disability quarterly, 2016-11, Vol.39 (4), p.226-239

2016

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Sustaining a Multitiered System of Supports for English Learners in Rural Community Elementary Schools

Rural special education quarterly, 2020-03, Vol.39 (1), p.4-16

2020

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A Synthesis of Quantitative Research on Programs for Struggling Readers in Elementary Schools

Reading research quarterly, 2022-01, Vol.57 (1), p.149-179

2022

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Predictors of at-risk kindergarteners’ later reading difficulty: examining learner-by-intervention interactions

Reading & writing, 2014-03, Vol.27 (3), p.451-479

2014

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The Effects of Historical Reading and Writing Strategy Instruction with Fourth- through Sixth-Grade Students

Journal of educational psychology, 2021-01, Vol.113 (1), p.49-67

2021

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Efficacy of a First-Grade Responsiveness-to-Intervention Prevention Model for Struggling Readers

Reading research quarterly, 2013-04, Vol.48 (2), p.135-154

2013

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Accommodating Learners with Reading Difficulties in the Intermediate Phase at a Primary School

August, Estelle Carol

2020

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ProQuest

Effectiveness of online and blended learning from schools: A systematic review

Review of Education, 2022-08, Vol.10 (2), p.n/a

2022

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Do Resources Matter? Effects of an In-Class Library Project on Student Independent Reading Habits in Primary Schools in Rural China

Reading research quarterly, 2019-07, Vol.54 (3), p.383-411

2019

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Peer-Assisted Learning Strategies for First-Grade Readers: Responding to the Needs of Diverse Learners

Reading research quarterly, 1998-01, Vol.33 (1), p.62-94

1998

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The Impact of the State Systemic Improvement Plan on the Reading Achievement of Students with Disabilities

ProQuest LLC, 2021

Thompson, Edryce

2021

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ProQuest

Teaching Spelling, Writing, and Reading for Writing: Powerful Evidence-Based Practices

Teaching exceptional children, 2017-03, Vol.49 (4), p.262-272

2017

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Using Story-based Lessons to Increase Academic Engaged Time in General Education Classes for Students with Moderate Intellectual Disability and Autism

Rural special education quarterly, 2013-12, Vol.32 (4), p.3-14

2013

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Literacy of Students with Learning Disabilities across Various Grade Levels

Shoults, Beth Leann

2019

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ProQuest

The State of Current Reading Intervention Research for English Learners in Grades K–2: a Best-Evidence Synthesis

Educational psychology review, 2022-03, Vol.34 (1), p.335-361

2022

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Effective Reading Programs for Spanish-Dominant English Language Learners (ELLs) in the Elementary Grades: A Synthesis of Research

Review of educational research, 2012-12, Vol.82 (4), p.351-395

2012

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The Effects of the Modified GIST Strategy on the Reading Comprehension of English Language Learners with Disabilities

Effective reading interventions for Spanish-speaking English learners with reading disabilities, English learners who struggle with reading, or both: A meta-analysis of second through fifth grades

Intensive Reading Instruction For Learners With Developmental Disabilities

The CLUES Strategy: Improving Science Vocabulary Acquisition for Secondary English Language Learners with Reading Disabilities

Effects of explicit reading comprehension strategy instruction for English learners with specific learning disabilities

PALS for ELLs: Friend or Foe? Effects of Peer-Assisted Learning Strategies on Reading Skills of English Language Learners with and without Disabilities

Early Reading Intervention: Responding to the Learning Needs of Young At-Risk English Language Learners

Use of Evidence-Based, Small-Group Reading Instruction for English Language Learners in Elementary Grades: Secondary-Tier Intervention

Determining English Language Learners' Response to Intervention: Questions and Some Answers

Does Supplemental Instruction Support the Transition From Spanish to English Reading Instruction for First-Grade English Learners at Risk of Reading Difficulties?

Sustaining a Multitiered System of Supports for English Learners in Rural Community Elementary Schools

A Synthesis of Quantitative Research on Programs for Struggling Readers in Elementary Schools

Predictors of at-risk kindergarteners’ later reading difficulty: examining learner-by-intervention interactions

The Effects of Historical Reading and Writing Strategy Instruction with Fourth- through Sixth-Grade Students

Efficacy of a First-Grade Responsiveness-to-Intervention Prevention Model for Struggling Readers

Accommodating Learners with Reading Difficulties in the Intermediate Phase at a Primary School

Effectiveness of online and blended learning from schools: A systematic review

Do Resources Matter? Effects of an In-Class Library Project on Student Independent Reading Habits in Primary Schools in Rural China

Peer-Assisted Learning Strategies for First-Grade Readers: Responding to the Needs of Diverse Learners

The Impact of the State Systemic Improvement Plan on the Reading Achievement of Students with Disabilities

Teaching Spelling, Writing, and Reading for Writing: Powerful Evidence-Based Practices

Using Story-based Lessons to Increase Academic Engaged Time in General Education Classes for Students with Moderate Intellectual Disability and Autism

Literacy of Students with Learning Disabilities across Various Grade Levels

The State of Current Reading Intervention Research for English Learners in Grades K–2: a Best-Evidence Synthesis

Effective Reading Programs for Spanish-Dominant English Language Learners (ELLs) in the Elementary Grades: A Synthesis of Research

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