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10 Research-Based Tips for Enhancing Literacy Instruction for Students With Intellectual Disability

Teaching exceptional children, 2018-03, Vol.50 (4), p.220-232

2018

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10 Research-Based Tips for Enhancing Literacy Instruction for Students With Intellectual Disability

Teaching exceptional children, 2016-09, Vol.49 (1), p.18-30

2016

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10 Research-Based Tips for Enhancing Literacy Instruction forStudents With Intellectual Disability

Teaching exceptional children, 2018-03, Vol.50 (4), p.220-232

2018

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Academic responding during instruction and reading outcomes for kindergarten students at-risk for reading difficulties

Reading & writing, 2014-01, Vol.27 (1), p.55-78

2014

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Adapting Phonological Awareness Interventions for Children with Down Syndrome Based on the Behavioral Phenotype: A Promising Approach?

Intellectual and developmental disabilities, 2015-08, Vol.53 (4), p.271-288

2015

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Advanced Reading Comprehension Expectations in Secondary School: Considerations for Students With Emotional or Behavior Disorders

Journal of disability policy studies, 2016-06, Vol.27 (1), p.54-64

2016

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Alternate Assessment Formats for Progress Monitoring Students With Intellectual Disabilities and Below Average IQ: An Exploratory Study

Focus on autism and other developmental disabilities, 2019-03, Vol.34 (1), p.41-51

2019

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Amount of Time in Print Reading in General Education Kindergarten Classrooms: What Does It Look Like for Students At-risk for Reading Difficulties?

Learning disabilities research and practice, 2012-05, Vol.27 (2), p.56-65

2012

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

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

2022

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Assessment Data–Informed Guidance to Individualize Kindergarten Reading Instruction: Findings from a Cluster-Randomized Control Field Trial

The Elementary school journal, 2011-06, Vol.111 (4), p.535-560

2011

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Building a Growth Mindset within Data-Based Individualization: A Case Study of Two Students with Reading Disabilities Learning to Learn

Handbook of Response to Intervention and Multi-Tiered Systems of Support, 2019, Vol.1, p.249-265

1, 2019

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The Challenging Role of a Reading Coach, a Cautionary Tale

Journal of educational and psychological consultation, 2008-04, Vol.18 (2), p.124-155

2008

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Characteristics of Children Who Are Unresponsive to Early Literacy Intervention: A Review of the Literature

Remedial and special education, 2002-09, Vol.23 (5), p.300-316

2002

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Children who do not respond to early literacy instruction: A longitudinal study across kindergarten and first grade

Reading research quarterly, 2001-10, Vol.36 (4), p.344-349

Al Otaiba, Stephanie

2001

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Children who do not respond to early literacy instruction : A longitudinal study across kindergarten and first grade : IRA Outstanding Dissertation Award for 2001

Reading research quarterly, 2001, Vol.36 (4), p.344-346

AL OTAIBA, Stephanie

2001

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Children who do not respond to early literacy intervention: A longitudinal study across kindergarten and first grade

Al Otaiba, Stephanie Dent

2000

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Comparing the Effects of Reading Intervention Versus Reading and Mindset Intervention for Upper Elementary Students With Reading Difficulties

Journal of learning disabilities, 2021-05, Vol.54 (3), p.203-220

2021

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Comparing Tier 1 reading instruction with Tier 3 or special education intervention through an observational snapshot of school-implemented response to intervention across Grades 1–5

Reading & writing, 2024-05

2024

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The Componential Model of Reading: Predicting First Grade Reading Performance of Culturally Diverse Students From Ecological, Psychological, and Cognitive Factors Assessed at Kindergarten Entry

Journal of learning disabilities, 2012-09, Vol.45 (5), p.406-417

2012

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Componential skills of beginning writing: An exploratory study

Learning and individual differences, 2011-10, Vol.21 (5), p.517-525

2011

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Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten Through Fourth Grade

Educational psychology review, 2014-09, Vol.26 (3), p.379-401

2014

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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

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Critical Components of Phonemic Awareness Instruction and Intervention: Recommendations for Teacher Training and for Future Research

Interventions in Learning Disabilities, 2016, Vol.13, p.9-27

2016

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Curriculum-Based Measurement for Beginning Writers (K–2)

Intervention in school and clinic, 2016-05, Vol.51 (5), p.276-283

2016

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Data envelopment analysis (DEA) in the educational sciences

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

2022

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10 Research-Based Tips for Enhancing Literacy Instruction for Students With Intellectual Disability

10 Research-Based Tips for Enhancing Literacy Instruction for Students With Intellectual Disability

10 Research-Based Tips for Enhancing Literacy Instruction forStudents With Intellectual Disability

Academic responding during instruction and reading outcomes for kindergarten students at-risk for reading difficulties

Adapting Phonological Awareness Interventions for Children with Down Syndrome Based on the Behavioral Phenotype: A Promising Approach?

Advanced Reading Comprehension Expectations in Secondary School: Considerations for Students With Emotional or Behavior Disorders

Alternate Assessment Formats for Progress Monitoring Students With Intellectual Disabilities and Below Average IQ: An Exploratory Study

Amount of Time in Print Reading in General Education Kindergarten Classrooms: What Does It Look Like for Students At-risk for Reading Difficulties?

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

Assessment Data–Informed Guidance to Individualize Kindergarten Reading Instruction: Findings from a Cluster-Randomized Control Field Trial

Building a Growth Mindset within Data-Based Individualization: A Case Study of Two Students with Reading Disabilities Learning to Learn

The Challenging Role of a Reading Coach, a Cautionary Tale

Characteristics of Children Who Are Unresponsive to Early Literacy Intervention: A Review of the Literature

Children who do not respond to early literacy instruction: A longitudinal study across kindergarten and first grade

Children who do not respond to early literacy instruction : A longitudinal study across kindergarten and first grade : IRA Outstanding Dissertation Award for 2001

Children who do not respond to early literacy intervention: A longitudinal study across kindergarten and first grade

Comparing the Effects of Reading Intervention Versus Reading and Mindset Intervention for Upper Elementary Students With Reading Difficulties

Comparing Tier 1 reading instruction with Tier 3 or special education intervention through an observational snapshot of school-implemented response to intervention across Grades 1–5

The Componential Model of Reading: Predicting First Grade Reading Performance of Culturally Diverse Students From Ecological, Psychological, and Cognitive Factors Assessed at Kindergarten Entry

Componential skills of beginning writing: An exploratory study

Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten Through Fourth Grade

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

Critical Components of Phonemic Awareness Instruction and Intervention: Recommendations for Teacher Training and for Future Research

Curriculum-Based Measurement for Beginning Writers (K–2)

Data envelopment analysis (DEA) in the educational sciences

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