Artykuły w czasopismach na temat „Reading intervention programs”
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Murray, Maria S., Kristen A. Munger i Elfrieda H. Hiebert. "An analysis of Two Reading Intervention Programs". Elementary School Journal 114, nr 4 (czerwiec 2014): 479–500. http://dx.doi.org/10.1086/675635.
Pełny tekst źródłaJenkins, Joseph R., Ellen Schiller, Jose Blackorby, Sara Kalb Thayer i W. David Tilly. "Responsiveness to Intervention in Reading". Learning Disability Quarterly 36, nr 1 (15.11.2012): 36–46. http://dx.doi.org/10.1177/0731948712464963.
Pełny tekst źródłaAuletto, Kathryn C., i Mary-Kate Sableski. "Selecting a Reading Intervention Program for Struggling Readers: A Case Study of an Urban District". International Journal of Educational Reform 27, nr 3 (lipiec 2018): 234–52. http://dx.doi.org/10.1177/105678791802700301.
Pełny tekst źródłaHawkins, Sue. "Early Intervention in Preventing Reading Problems". Academic Therapy 21, nr 2 (listopad 1985): 193–97. http://dx.doi.org/10.1177/105345128502100210.
Pełny tekst źródłaGustafson, Stefan, Linda Fälth, Idor Svensson, Tomas Tjus i Mikael Heimann. "Effects of Three Interventions on the Reading Skills of Children With Reading Disabilities in Grade 2". Journal of Learning Disabilities 44, nr 2 (marzec 2011): 123–35. http://dx.doi.org/10.1177/0022219410391187.
Pełny tekst źródłaHorowitz-Kraus, Tzipi, i Sarah Finucane. "Separating the Different Domains of Reading Intervention Programs". SAGE Open 6, nr 2 (14.04.2016): 215824401663911. http://dx.doi.org/10.1177/2158244016639112.
Pełny tekst źródłaCUNHA, Vera Lúcia Orlandi, i Simone Aparecida CAPELLINI. "Informative intervention programs to reading comprehension: Development and implementation". Estudos de Psicologia (Campinas) 34, nr 3 (wrzesień 2017): 411–22. http://dx.doi.org/10.1590/1982-02752017000300009.
Pełny tekst źródłaLe Fevre, Deidre, i Virginia Richardson. "Staff development in early reading intervention programs: the facilitator". Teaching and Teacher Education 18, nr 4 (maj 2002): 483–500. http://dx.doi.org/10.1016/s0742-051x(02)00011-2.
Pełny tekst źródłaDas, J. P., V. Hayward, George K. Georgiou, Troy Janzen i Neelam Boora. "Comparing the Effectiveness of Two Reading Intervention Programs for Children With Reading Disabilities". Journal of Cognitive Education and Psychology 7, nr 2 (styczeń 2008): 199–222. http://dx.doi.org/10.1891/194589508787381836.
Pełny tekst źródłaArchambault, Catherine, Sterett H. Mercer, Michèle P. Cheng i Sonja Saqui. "Lire en Français: Cross-Linguistic Effects of Reading Fluency Interventions in French Immersion Programs". Canadian Journal of School Psychology 34, nr 2 (14.02.2018): 113–32. http://dx.doi.org/10.1177/0829573518757790.
Pełny tekst źródłaGonzalez, Naihobe. "When evidence-based literacy programs fail". Phi Delta Kappan 100, nr 4 (26.11.2018): 54–58. http://dx.doi.org/10.1177/0031721718815675.
Pełny tekst źródłaSchmitterer, Alexandra M. A., i Garvin Brod. "Which Data Do Elementary School Teachers Use to Determine Reading Difficulties in Their Students?" Journal of Learning Disabilities 54, nr 5 (15.01.2021): 349–64. http://dx.doi.org/10.1177/0022219420981990.
Pełny tekst źródłaBippert, Kelli, i Janis Harmon. "Middle School Teachers' Perceptions of Computer-Assisted Reading Intervention Programs". Reading Psychology 38, nr 2 (2.11.2016): 203–30. http://dx.doi.org/10.1080/02702711.2016.1245691.
Pełny tekst źródłaTannock, Rosemary, Jan C. Frijters, Rhonda Martinussen, Erin Jacquelyn White, Abel Ickowicz, Nancy J. Benson i Maureen W. Lovett. "Combined Modality Intervention for ADHD With Comorbid Reading Disorders: A Proof of Concept Study". Journal of Learning Disabilities 51, nr 1 (8.12.2016): 55–72. http://dx.doi.org/10.1177/0022219416678409.
Pełny tekst źródłaFolsom, Jessica S., Deborah K. Reed, Ariel M. Aloe i Sandra S. Schmitz. "Instruction in District-Designed Intensive Summer Reading Programs". Learning Disability Quarterly 42, nr 3 (9.04.2018): 147–60. http://dx.doi.org/10.1177/0731948718765207.
Pełny tekst źródłaBanerjee, Abhijit V., Rukmini Banerji, Esther Duflo, Rachel Glennerster i Stuti Khemani. "Pitfalls of Participatory Programs: Evidence from a Randomized Evaluation in Education in India". American Economic Journal: Economic Policy 2, nr 1 (1.02.2010): 1–30. http://dx.doi.org/10.1257/pol.2.1.1.
Pełny tekst źródłaJamshidifarsani, Hossein, Samir Garbaya, Theodore Lim, Pierre Blazevic i James M. Ritchie. "Technology-based reading intervention programs for elementary grades: An analytical review". Computers & Education 128 (styczeń 2019): 427–51. http://dx.doi.org/10.1016/j.compedu.2018.10.003.
Pełny tekst źródłaSabatini, John P., Jane Shore, Steven Holtzman i Hollis S. Scarborough. "Relative Effectiveness of Reading Intervention Programs for Adults With Low Literacy". Journal of Research on Educational Effectiveness 4, nr 2 (30.03.2011): 118–33. http://dx.doi.org/10.1080/19345747.2011.555290.
Pełny tekst źródłaAlfonso Gil, Sonia, Manuel Deaño Deaño, Aida Ramos Trigo, Ángeles Conde Rodríguez, María Elena Gayo Álvarez, Valentín Iglesias-Sarmiento, Sandra Limia González i Fernando Tellado González. "PREVENCIÓN E INTERVENCIÓN DE LAS DIFICULTADES DE APRENDIZAJE EN LECTURA". International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 3, nr 1 (4.11.2017): 71. http://dx.doi.org/10.17060/ijodaep.2017.n1.v3.976.
Pełny tekst źródłaBharadwaj, Sneha V. "Prologue to the Forum: Literacy and Language Issues In Children With Hearing Loss". Perspectives of the ASHA Special Interest Groups 5, nr 6 (17.12.2020): 1363–65. http://dx.doi.org/10.1044/2020_persp-20-00141.
Pełny tekst źródłaAl Otaiba, Stephanie, Amy Gillespie Rouse i Kristi Baker. "Elementary Grade Intervention Approaches to Treat Specific Learning Disabilities, Including Dyslexia". Language, Speech, and Hearing Services in Schools 49, nr 4 (24.10.2018): 829–42. http://dx.doi.org/10.1044/2018_lshss-dyslc-18-0022.
Pełny tekst źródłaFeng, Yaohua, Christine Bruhn i David Marx. "Evaluation of different food safety education interventions". British Food Journal 118, nr 4 (4.04.2016): 762–76. http://dx.doi.org/10.1108/bfj-10-2015-0372.
Pełny tekst źródłaFung, Suk-Chun. "Effect of a Canine-Assisted Read Aloud Intervention on Reading Ability and Physiological Response: A Pilot Study". Animals 9, nr 8 (24.07.2019): 474. http://dx.doi.org/10.3390/ani9080474.
Pełny tekst źródłaCapellini, Simone Aparecida, i Fabio Henrique Pinheiro. "Development and Implementation of Metaphonological Skills and Reading Assessment and Intervention Programs". Procedia - Social and Behavioral Sciences 174 (luty 2015): 1650–58. http://dx.doi.org/10.1016/j.sbspro.2015.01.817.
Pełny tekst źródłaReynolds, Meree, Kevin Wheldall i Alison Madelaine. "Meeting Initial Needs In Literacy (MINILIT): Why we Need it, How it Works, and the Results of Pilot Studies". Australasian Journal of Special Education 31, nr 2 (wrzesień 2007): 147–58. http://dx.doi.org/10.1017/s1030011200025689.
Pełny tekst źródłaErickson, Joy Dangora. "Primary Students’ Emic Views of Reading Intervention: A Qualitative Case Study of Motivation". Literacy Research: Theory, Method, and Practice 68, nr 1 (21.08.2019): 86–107. http://dx.doi.org/10.1177/2381336919870282.
Pełny tekst źródłaShelton, Alexandra, Jade Wexler, Rebecca D. Silverman i Laura M. Stapleton. "A Synthesis of Reading Comprehension Interventions for Persons With Mild Intellectual Disability". Review of Educational Research 89, nr 4 (20.06.2019): 612–51. http://dx.doi.org/10.3102/0034654319857041.
Pełny tekst źródłaDrigas, Athanasios, i Elektra Batziaka. "Dyslexia and ICTs, Assessment and Early Intervention in Kindergarten". International Journal of Emerging Technologies in Learning (iJET) 11, nr 02 (23.02.2016): 53. http://dx.doi.org/10.3991/ijet.v11i02.5193.
Pełny tekst źródłaReed, Deborah K. "Reading Interventions Delivered Outside of School: Introduction to the Special Issue". Learning Disability Quarterly 42, nr 3 (17.09.2018): 132–34. http://dx.doi.org/10.1177/0731948718795263.
Pełny tekst źródłavon Tetzchner, Stephen, Stein Olav Rogne i Marion K. Lilleeng. "Literacy Intervention for a Deaf Child with Severe Reading Disorder". Journal of Literacy Research 29, nr 1 (marzec 1997): 25–46. http://dx.doi.org/10.1080/10862969709547948.
Pełny tekst źródłaSantos Plaza, Carlos Manuel, i Mª Elena Del Campo Adrián. "PROGRAMA PARA EL INCREMENTO DE LA EFICIENCIA LECTORA EN ALUMNOS ADOLESCENTES CON BAJA VISIÓN". International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 1, nr 1 (10.09.2016): 317. http://dx.doi.org/10.17060/ijodaep.2014.n1.v1.377.
Pełny tekst źródłaHindin, Alisa, i Jeanne R. Paratore. "Supporting Young Children's Literacy Learning through Home-School Partnerships: The Effectiveness of a Home Repeated-Reading Intervention". Journal of Literacy Research 39, nr 3 (wrzesień 2007): 307–33. http://dx.doi.org/10.1080/10862960701613102.
Pełny tekst źródłaZoski, Jennifer L., i Karen A. Erickson. "Multicomponent Linguistic Awareness Intervention for At-Risk Kindergarteners". Communication Disorders Quarterly 38, nr 3 (12.08.2016): 161–71. http://dx.doi.org/10.1177/1525740116660817.
Pełny tekst źródłaWorthy, Jo, Natalie Svrcek, Annie Daly-Lesch i Susan Tily. "“We Know for a Fact”: Dyslexia Interventionists and the Power of Authoritative Discourse". Journal of Literacy Research 50, nr 3 (29.06.2018): 359–82. http://dx.doi.org/10.1177/1086296x18784759.
Pełny tekst źródłaLorusso, Maria Lulsa, Andrea Facoetti i Dirk J. Bakker. "Neuropsychological Treatment of Dyslexia: Does Type of Treatment Matter?" Journal of Learning Disabilities 44, nr 2 (marzec 2011): 136–49. http://dx.doi.org/10.1177/0022219410391186.
Pełny tekst źródłaMol, Suzanne E., Adriana G. Bus i Maria T. de Jong. "Interactive Book Reading in Early Education: A Tool to Stimulate Print Knowledge as Well as Oral Language". Review of Educational Research 79, nr 2 (czerwiec 2009): 979–1007. http://dx.doi.org/10.3102/0034654309332561.
Pełny tekst źródłaGillon, Gail, i Barbara Dodd. "The Effects of Training Phonological, Semantic, and Syntactic Processing Skills in Spoken Language on Reading Ability". Language, Speech, and Hearing Services in Schools 26, nr 1 (styczeń 1995): 58–68. http://dx.doi.org/10.1044/0161-1461.2601.58.
Pełny tekst źródłaCarmon, Yehudith, Aryeh Wohl i Shmuel Even-Zohar. "The Musical Notes Method for Initial Reading Acquisition". Journal of Cognitive Education and Psychology 7, nr 1 (styczeń 2008): 81–100. http://dx.doi.org/10.1891/194589508787381935.
Pełny tekst źródłaCancer, Stievano, Pace, Colombo i Antonietti. "Cognitive Processes Underlying Reading Improvement during a Rhythm-Based Intervention. A Small-Scale Investigation of Italian Children with Dyslexia". Children 6, nr 8 (8.08.2019): 91. http://dx.doi.org/10.3390/children6080091.
Pełny tekst źródłaGomes-Koban, Clara, Nuria Calet i Sylvia Defior. "Intervention programs in educational psychology: bridging research and practice". Anales de Psicología 35, nr 3 (2.08.2019): 378–88. http://dx.doi.org/10.6018/analesps.35.3.327941.
Pełny tekst źródłaStainthorp, Rhona. "A national intervention in teaching phonics: A case study from England". Educational and Developmental Psychologist 37, nr 2 (24.07.2020): 114–22. http://dx.doi.org/10.1017/edp.2020.14.
Pełny tekst źródłaWang, Ying, i Catherine McBride. "Beyond Copying". International Journal of Behavioral Development 41, nr 3 (21.03.2016): 380–89. http://dx.doi.org/10.1177/0165025416637212.
Pełny tekst źródłaCatts, Hugh W. "Facilitating Phonological Awareness". Language, Speech, and Hearing Services in Schools 22, nr 4 (październik 1991): 196–203. http://dx.doi.org/10.1044/0161-1461.2204.196.
Pełny tekst źródłaNICOLAS, VERONICA. "Utilization of Online Oral Reading Test in Determining the Reading Skills of the Grade 6 Pupils in English". Journal of World Englishes and Educational Practices 3, nr 4 (25.04.2021): 01–05. http://dx.doi.org/10.32996/jweep.2021.3.4.1.
Pełny tekst źródłaChurches, Melinda, Mervyn Skuy i J. P. Das. "Identification and Remediation of Reading Difficulties Based on Successive Processing Deficits and Delay in General Reading". Psychological Reports 91, nr 3 (grudzień 2002): 813–24. http://dx.doi.org/10.2466/pr0.2002.91.3.813.
Pełny tekst źródłaWallach, Geraldine P., i Alaine Ocampo. "Comprehending Comprehension: Selected Possibilities for Clinical Practice Within a Multidimensional Model". Language, Speech, and Hearing Services in Schools 48, nr 2 (20.04.2017): 98–103. http://dx.doi.org/10.1044/2017_lshss-16-0035.
Pełny tekst źródłaO'Brien, David. "Developing Early Reading Skills In Young Aboriginal Children Through Listening Activities". Aboriginal Child at School 22, nr 3 (październik 1994): 28–32. http://dx.doi.org/10.1017/s0310582200005307.
Pełny tekst źródłaMelzi, Gigliana, i Margaret Caspe. "Variations in maternal narrative styles during book reading interactions". Narrative Inquiry 15, nr 1 (28.09.2005): 101–25. http://dx.doi.org/10.1075/ni.15.1.06mel.
Pełny tekst źródłaKuruyer, Hayriye Gül, i Ahmet Çakıroğlu. "In the Process of Educational Diagnosis of and Educational Intervention in Specific Learning Difficulties: Primary School Teachers’ Opinions and Experiences". European Journal of Multidisciplinary Studies 6, nr 2 (10.06.2017): 337. http://dx.doi.org/10.26417/ejms.v6i2.p337-337.
Pełny tekst źródłaElliott, Julian G., Susan E. Gathercole, Tracy P. Alloway, Joni Holmes i Hannah Kirkwood. "An Evaluation of a Classroom-Based Intervention to Help Overcome Working Memory Difficulties and Improve Long-Term Academic Achievement". Journal of Cognitive Education and Psychology 9, nr 3 (1.01.2010): 227–50. http://dx.doi.org/10.1891/1945-8959.9.3.227.
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