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Books on the topic 'Reading predictors'

Author: Grafiati
Published: 24 August 2024

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1

DeTeso, Jeffrey A. Student-Teacher relationships as predictors of reading comprehension gains in 2nd grade. [New York, N.Y.?]: [publisher not identified], 2011.

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2

Lesperance, Margaret. Development of phonological processing and predictors of reading skill in 7 year old children who were born prematurely. Ottawa: National Library of Canada, 1993.

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3

Reading Achievement Predictors. Options Pub Inc, 2001.

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4

Reading Achievement Predictors. Options Pub Inc, 2001.

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5

Reading Achievement Predictors. Options Pub Inc, 2001.

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Reading Achievement Predictors. Options Pub Inc, 2001.

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7

Reading Achievement Predictors. Options Pub Inc, 2001.

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8

Reading Achievement Predictors. Options Pub Inc, 2001.

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9

Reading Achievement Predictors. Options Pub Inc, 2001.

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10

Reading Achievement Predictors. Options Pub Inc, 2003.

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11

Reading Achievement Predictors. Options Pub Inc, 2001.

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12

Options Reading Achievement Predictors. Options Pub Inc, 2001.

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13

Reading Achievement Predictors Kindergarten. Options Pub Inc, 2003.

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14

Options Reading Achievement Predictors: Level 3. Options Pub Inc, 2001.

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15

Options Reading Achievement Predictors: Level 5. Options Pub Inc, 2001.

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16

Predictors of Reading Comprehension among Children. GRIN Verlag GmbH, 2014.

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17

Options Reading Achievement Predictors: Level 2. Options Pub Inc, 2001.

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18

Options Reading Achievement Predictors: Level 6. Options Pub Inc, 2001.

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19

Options Reading Achievement Predictors: Level 8. Options Pub Inc, 2001.

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20

Options Reading Achievement Predictors: Level 7. Options Pub Inc, 2001.

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21

Allen, Thomas, and Donna Morere. Assessing Literacy in Deaf Individuals: Neurocognitive Measurement and Predictors. Springer, 2015.

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22

Allen, Thomas, and Donna Morere. Assessing Literacy in Deaf Individuals: Neurocognitive Measurement and Predictors. Springer London, Limited, 2012.

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23

Bell, Melissa Jayne. Phonological processing skills: Early predictors of English word identification for Punjabi and Cantonese ESL learners. 2003.

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24

A study of parental reading attitude and selected school life variables as predictors of the reading attitude and reading achievement of grade eight students. 1987.

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25

Lesperance, Margaret. Development of phonological processing and predictors of reading skill in 7 year old children who were born prematurely. 1994.

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26

Marton, Imola. Longitudinal and concurrent predictors of oral text fluency and reading comprehension in bilingual and monolingual primary-level children. 2003.

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27

Lobb, Theophilus. Letters on the Sacred Predictions. HardPress, 2020.

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28

Adams, Stephanie. GODDESSY: 2007 Psychic Reading Predictions for Every Astrological Birth Sign. Infinity Publishing, 2006.

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29

Walters, William J. Metacognitive abilities as a predictor of success on a provincial literacy test. $c2002, 2002.

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30

Trussell, Jessica W., and M. Christina Rivera. Word Identification and Adolescent Deaf and Hard-of-Hearing Readers. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0011.

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Many deaf and hard-of-hearing (DHH) high school students graduate with reading abilities that leave them poorly prepared for postsecondary settings. In college, reading ability is an important predictor of graduation rates and level of degree attained, and the postsecondary degree a DHH student completes will affect his or her future earnings, upward mobility, and job satisfaction. Considering how important reading is to a DHH student’s future, this chapter will review the evidence base surrounding the foundational building block of reading, decoding. Researchers suggest that decoding instruction for adolescents should occur not only during language arts classes but also in the content areas (i.e., math, science, and social studies). This chapter reviews successful decoding strategies and suggests decoding strategies that teachers can use to support adolescents in various content-area disciplines. The authors discuss how teachers and parents can make strategic decisions when implementing decoding interventions that have no available evidence base.
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31

Eidlitz-Neufeld, Michelle Renée. Early letter form errors as a predictor of later literacy outcomes and the short-and long-term benefits of early instruction in proper letter formation. $c2002, 2002.

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32

Crystal, Amadeus. Horoscope & Astrology 2021: Astrological Predictions for 2021 by Tarot Card Reading Fortune and Personality | Year of the Ox. Independently published, 2020.

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33

Hall, Claire. Origen and Prophecy. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192846648.001.0001.

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Origen and Prophecy presents a new reading of the concept of prophecy in the work of Origen of Alexandria (c.185-22 AD). While prophecy in classical antiquity was focused primarily on telling the future, Jewish and early Christian writers began to discuss prophets as moral leaders and sages, understanding their prophecies as moral and mystical proclamations as well as predictions. In this book, I show how Origen developed this model of prophecy using his own principles for reading scripture. The chapters move through several centuries of Greek, Jewish, and Christian thinking about prophecy, divination, time, human nature, autonomy and freedom, allegory and metaphor, and the role of the divine in the order and structure of the cosmos.
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34

Shaver, Lea. Ending Book Hunger. Yale University Press, 2020. http://dx.doi.org/10.12987/yale/9780300226003.001.0001.

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Worldwide, billions of people suffer from book hunger. For them, books are too few, too expensive, or do not even exist in their languages. This book argues that this is an educational crisis: the most reliable predictor of children's achievement is the size of their families' book collections. This book highlights innovative nonprofit solutions to expand access to print. First Book, for example, offers diverse books to teachers at bargain prices. Imagination Library mails picture books to support early literacy in book deserts. Worldreader promotes mobile reading in developing countries by turning phones into digital libraries. Pratham Books creates open access stories that anyone may freely copy, adapt, and translate. Can such efforts expand to bring books to the next billion would-be readers? The book reveals the powerful roles of copyright law and licensing, and sounds the clarion call for readers to contribute their own talents to the fight against book hunger.
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35

Staikova, Ivelina, Dimitrinka Staikova, and Stoyanka Staikova. Clairvoyant/Psychic Reading and Predictions to God and the Creation of the Universe. When Is Coming the New God ? Hermes Trismegistus and the Corpus Hermeticum. Independently Published, 2019.

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36

Staikova, Ivelina, Dimitrinka Staikova, and Stoyanka Staikova. Clairvoyant/Psychic reading and predictions to God and the Creation of the Universe. When is coming the New God ? Hermes Trismegistus and The Corpus Hermeticum. Independently Published, 2019.

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37

Staikova, Ivelina, Dimitrinka Staikova, and Stoyanka Staikova. Clairvoyant/Psychic Reading and Predictions to God and the Creation of the Universe. When Is Coming the New God ? Hermes Trismegistus and the Corpus Hermeticum. Independently Published, 2019.

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38

Beyer, Chad E., and Stephen M. Stahl, eds. Next Generation Antidepressants. Cambridge University Press, 2010. http://dx.doi.org/10.1017/9780511778414.

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The World Health Organization defines depression as a primary contributor to the global burden of disease and predicts it will become the second leading cause of death by 2020. The need to develop effective therapies has never been so pressing. Current antidepressant drugs have several limitations. This 2010 book looks at the future of mood-disorder research, covering the identification of new therapeutic targets, establishing new preclinical models, new medicinal chemistry opportunities, and fostering greater understanding of genetic influences. These strategies are likely to help build a better picture of the disease process, and lead to new opportunities for patient stratification and treatment. The ultimate goal for this strand of research is to develop more personalized and effective treatments for this chronic and debilitating condition. This is essential reading for all those involved in psychopharmacologic drug development, and mental health clinicians seeking a preview of discoveries soon to influence their practice.
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39

Luginbühl, Martin, and Arvi Yli-Hankala. Assessment of the components of anaesthesia. Edited by Antony R. Wilkes and Jonathan G. Hardman. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199642045.003.0026.

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In modern anaesthesia practice, hypnotic drugs, opioids, and neuromuscular blocking agents (NMBAs) are combined. The introduction of NMBAs in particular substantially increased the risk of awareness and recall during general anaesthesia. Hypnotic drugs such as propofol and volatile anaesthetics act through GABAA receptors and have typical effects on the electroencephalogram (EEG). During increasing concentrations of these pharmaceuticals, the EEG desynchronization is followed by gradual synchronization, slowing frequency, and increasing amplitude of EEG, thereafter EEG suppressions (burst suppression), and, finally, isoelectric EEG. Hypnotic depth monitors such as the Bispectral Index™, Entropy™, and Narcotrend® are based on quantitative EEG analysis and translate these changes into numbers between 100 and 0. Although they are good predictors of wakefulness and deep anaesthesia, their usefulness in prevention of awareness and recall has been challenged, especially when inhalation anaesthetics are used. External and patient-related artifacts such as epileptiform discharges and frontal electromyography (EMG) affect the signal so their readings need careful interpretation. Their use is recommended in patients at increased risk of awareness and recall and in patients under total intravenous anaesthesia. Monitors of analgesia and nociception are not established in clinical practice but mostly remain experimental although some are commercially available. Some use EEG changes induced by noxious stimulation (EEG arousal) or quantify the frontal EMG in relation to EEG, while others are based on the sympathoadrenergic stress response. Various other devices are also discussed in this chapter.
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40

Staikova, Ivelina, and Dimitrinka Staikova. Fallen Angels in the Business and the Book of Enoch And Nephilim's photos - The bones are speaking Psychic Readings to the Fallen Angels and photos of nephilims and World Predictions 2016. Createspace Independent Publishing Platform, 2015.

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41

Hill, Kristy, Abbie Harriman, and Amy Grosso. Schoolwide Collaboration for Transformative Social Emotional Learning. Libraries Unlimited, 2021. http://dx.doi.org/10.5040/9798216011453.

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Provides answers for dealing with the mental health crisis in our schools. Schools and libraries can make a difference by teaching kids how to identify and cope with emotions, how to communicate with confidence and empathy, and how to persevere even when things are difficult. The authors of this helpful text define transformative social-emotional learning and its impact on students and schools. They present current brain research to support social-emotional programming in a whole school program with collaborative lesson ideas adaptable to all age levels for the use of counselors, librarians, administrators, classroom teachers, and all special area teachers. All lessons provide lists of extended student and faculty readings. Illustrating and highlighting how social-emotional programming helps foster and transform the culture of a school to one of belonging and acceptance, the authors also provide necessary application lessons for all educators in all areas of a school, including ideas for such common areas as playgrounds, cafeterias, classrooms, and libraries, and even ideas for implementation by school administrators. Research cited predicts desired outcomes, including a culture of belonging, increased student engagement and achievement, and a more compassionate school staff. Ideas and activities provided for professional development for educators benefit students and staff alike.
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