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An antisite defect mechanism for room temperature ferroelectricity in orthoferrites

Nature communications, 2021-07, Vol.12 (1), p.4298-4298, Article 4298

2021

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Examining the Reading and Cognitive Profiles of Students With Significant Reading Comprehension Difficulties

Learning disability quarterly, 2021-08, Vol.44 (3), p.183-196

2021

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Motivational predictors of reading comprehension in middle school: Role of self-efficacy and growth mindsets

Reading & writing, 2021-11, Vol.34 (9), p.2337-2355

2021

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Dynamic assessment as a screening tool for early identification of reading disabilities: a latent change score approach

Reading & writing, 2020-03, Vol.33 (3), p.719-739

2020

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Reading Interventions for Students with Reading and Behavioral Difficulties: a Meta-analysis and Evaluation of Co-occurring Difficulties

Educational psychology review, 2020-03, Vol.32 (1), p.17-47

2020

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Integration of WFST Language Model in Pre-trained Korean E2E ASR Model

KSII Transactions on Internet and Information Systems, 2024, 18(6), , pp.1692-1705

2024

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Replication of an Experimental Study Investigating the Efficacy of a Multisyllabic Word Reading Intervention With and Without Motivational Beliefs Training for Struggling Readers

Journal of learning disabilities, 2019-01, Vol.52 (1), p.45-58

2019

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Next-Generation Fraction Intervention and the Long-Term Advantage of Interleaved Instruction

Exceptional children, 2023-04, Vol.89 (3), p.332-352

2023

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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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Comorbidity in Reading Comprehension and Word-Problem Solving Difficulties: Exploring Shared Risk Factors and Their Impact on Language Minority Learners

Journal of learning disabilities, 2022-11, Vol.55 (6), p.513-527

2022

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A Longitudinal Analysis of the Trajectories and Predictors of Word Reading and Reading Comprehension Development Among At-Risk Readers

Journal of learning disabilities, 2019-05, Vol.52 (3), p.195-208

2019

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Correction to: 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.473-473

2022

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How Initial Word Reading and Language Skills Affect Reading Comprehension Outcomes for Students With Reading Difficulties

Exceptional children, 2019-01, Vol.85 (2), p.180-196

2019

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Examining Predictive Validity of Oral Reading Fluency Slope in Upper Elementary Grades Using Quantile Regression

Journal of learning disabilities, 2018-11, Vol.51 (6), p.565-577

2018

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Building Collaborative Relationships With Parents: A Checklist for Promoting Success

Teaching exceptional children, 2020-03, Vol.52 (4), p.250-260

2020

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A Quasiexperimental Evaluation of Two Versions of First-Grade PALS: One With and One Without Repeated Reading

Exceptional children, 2021-01, Vol.87 (2), p.141-162

2021

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Magnetism and site occupancy in epitaxial Y-rich yttrium iron garnet films

Physical review materials, 2021-09, Vol.5 (9), Article 094403

2021

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Dynamic Assessment for Identifying Spanish-Speaking English Learners’ Risk for Mathematics Disabilities: Does Language of Administration Matter?

Journal of learning disabilities, 2020-09, Vol.53 (5), p.380-398

2020

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Motivation and Literacy Development in Students With or At Risk for Reading Difficulties and Other Diverse Learners

Topics in language disorders, 2023-04, Vol.43 (2), p.95-96

2023

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Perovskite‐Derived Layered Crystal Structure in SrCo0.26Fe0.74O3‐δ Thin Films

Advanced materials interfaces, 2024-03, Vol.11 (7), p.n/a

2024

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Composition‐Dependent Ferroelectricity of LuFeO3 Orthoferrite Thin Films

Advanced electronic materials, 2023-07, Vol.9 (7), p.n/a

2023

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Is “Response/No Response” Too Simple a Notion for RTI Frameworks? Exploring Multiple Response Types With Latent Profile Analysis

Journal of learning disabilities, 2020-11, Vol.53 (6), p.454-468

2020

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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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Self-Management Strategies to Support Homework Completion With Students With Developmental Disabilities

Teaching exceptional children, 2020-07, Vol.52 (6), p.414-424

2020

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Examining the Predictive Validity of a Dynamic Assessment of Decoding to Forecast Response to Tier 2 Intervention

Journal of learning disabilities, 2014-09, Vol.47 (5), p.409-423

2014

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An antisite defect mechanism for room temperature ferroelectricity in orthoferrites

Examining the Reading and Cognitive Profiles of Students With Significant Reading Comprehension Difficulties

Motivational predictors of reading comprehension in middle school: Role of self-efficacy and growth mindsets

Dynamic assessment as a screening tool for early identification of reading disabilities: a latent change score approach

Reading Interventions for Students with Reading and Behavioral Difficulties: a Meta-analysis and Evaluation of Co-occurring Difficulties

Integration of WFST Language Model in Pre-trained Korean E2E ASR Model

Replication of an Experimental Study Investigating the Efficacy of a Multisyllabic Word Reading Intervention With and Without Motivational Beliefs Training for Struggling Readers

Next-Generation Fraction Intervention and the Long-Term Advantage of Interleaved Instruction

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

Comorbidity in Reading Comprehension and Word-Problem Solving Difficulties: Exploring Shared Risk Factors and Their Impact on Language Minority Learners

A Longitudinal Analysis of the Trajectories and Predictors of Word Reading and Reading Comprehension Development Among At-Risk Readers

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

How Initial Word Reading and Language Skills Affect Reading Comprehension Outcomes for Students With Reading Difficulties

Examining Predictive Validity of Oral Reading Fluency Slope in Upper Elementary Grades Using Quantile Regression

Building Collaborative Relationships With Parents: A Checklist for Promoting Success

A Quasiexperimental Evaluation of Two Versions of First-Grade PALS: One With and One Without Repeated Reading

Magnetism and site occupancy in epitaxial Y-rich yttrium iron garnet films

Dynamic Assessment for Identifying Spanish-Speaking English Learners’ Risk for Mathematics Disabilities: Does Language of Administration Matter?

Motivation and Literacy Development in Students With or At Risk for Reading Difficulties and Other Diverse Learners

Perovskite‐Derived Layered Crystal Structure in SrCo0.26Fe0.74O3‐δ Thin Films

Composition‐Dependent Ferroelectricity of LuFeO3 Orthoferrite Thin Films

Is “Response/No Response” Too Simple a Notion for RTI Frameworks? Exploring Multiple Response Types With Latent Profile Analysis

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

Self-Management Strategies to Support Homework Completion With Students With Developmental Disabilities

Examining the Predictive Validity of a Dynamic Assessment of Decoding to Forecast Response to Tier 2 Intervention

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