717 results on '"Fletcher, Jack M."'
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2. Early Detection of Dyslexia Risk: Development of Brief, Teacher-Administered Screens
3. The Role of Neural and Genetic Processes in Learning to Read and Specific Reading Disabilities: Implications for Instruction
4. The Critical Role of Instructional Response for Identifying Dyslexia and Other Learning Disabilities
5. The Critical Role of Instructional Response for Identifying Dyslexia and Other Learning Disabilities
6. Associations between telomere length, glucocorticoid receptor gene DNA methylation, volume of stress-related brain structures, and academic performance in middle-school-age children
7. A Commentary on Bowers (2020) and the Role of Phonics Instruction in Reading
8. The Critical Role of Word Reading as a Predictor of Response to Intervention
9. Internalizing Symptoms and Reading Difficulties Among Early Elementary School Students
10. Cognitive, Intervention, and Neuroimaging Perspectives on Executive Function in Children with Reading Disabilities
11. Efficacy of a Word- and Text-Based Intervention for Students with Significant Reading Difficulties
12. A Cognitive Dimensional Approach to Understanding Shared and Unique Contributions to Reading, Math, and Attention Skills
13. How Initial Word Reading and Language Skills Affect Reading Comprehension Outcomes for Students with Reading Difficulties
14. Simulation of LD Identification Accuracy Using a Pattern of Processing Strengths and Weaknesses Method with Multiple Measures
15. The Effects of One versus Two Years of Intensive Reading Intervention Implemented with Late Elementary Struggling Readers
16. Brain activity in struggling readers before intervention relates to future reading gains
17. Investigating the Reading Profiles of Middle School Emergent Bilinguals with Significant Reading Comprehension Difficulties.
18. The Influence of Properties of the Test and Their Interactions with Reader Characteristics on Reading Comprehension: An Explanatory Item Response Study
19. Effectiveness of a Spanish Intervention and an English Intervention for English-Language Learners at Risk for Reading Problems
20. Validity, Reliability, and Utility of the Observation Survey of Early Literacy Achievement (Validez Confiabilidad y Utilidad del Informe de Observación de la Alfabetización Temprana) (Gültigkeit, Verläßlichkeit und Anwendung des Observations-berichs frühen Schreib- und Leseerfolgs) (早期リテラシー達成の 観察調査研究の妥当性 、信頼性、実用性) (Validité, fidélité, et utilité du Questionnaire d' observation des résultats en début de littératie) (Обоснованность, надежность и полезность тестирования начальной грамотности (ОЅ))
21. White matter microstructure integrity in relation to reading proficiency☆
22. The Effects of Theoretically Different Instruction and Student Characteristics on the Skills of Struggling Readers (Los efectos de intervenciones teóricamente diferentes y de las características de los estudiantes en las habilidades de lectores con dificultades) (Die Auswirkungen von theoretisch unterschiedlichen Lehranweisungs- und Schüler- Charakteristiken auf die Leistungen von sich abmühenden Lesern) (理胎的 に異なる指導と生徒の 特徴が苦労する読み手 の技術に及ほす効果) (Les effets d'un enseignement théoriquement différent et de caractéristiques d'élèves sur les compétences de lecteurs en difficulté) (Теоретическиеосновы обучения и индивидуальные свойства личности в становлении навыков чтения среди учащихся, испытывающих трудности в обучении)
23. Validity of IQ-Discrepancy Classifications of Reading Disabilities: A Meta-Analysis
24. Assessment of Specific Learning Disabilities and Intellectual Disabilities.
25. Response: Misrepresentation of Research by Other Researchers
26. Do Processing Patterns of Strengths and Weaknesses Predict Differential Treatment Response?
27. Effects from a Randomized Control Trial Comparing Researcher and School-Implemented Treatments with Fourth Graders with Significant Reading Difficulties
28. Designing Intervention Studies: Selected Populations, Range Restrictions, and Statistical Power
29. Cognitive Difficulties in Struggling Comprehenders and Their Relation to Reading Comprehension: A Comparison of Group Selection and Regression-Based Models
30. Cognitive Profiles of Mathematical Problem Solving Learning Disability for Different Definitions of Disability
31. Functional Disruption in the Organization of the Brain for Reading in Dyslexia
32. White matter integrity of cerebellar-cortical tracts in reading impaired children: A probabilistic tractography study
33. Validation of the direct and inferential mediation (DIME) model of reading comprehension in grades 7 through 12
34. The Effect of Achievement Test Selection on Identification of Learning Disabilities within a Patterns of Strengths and Weaknesses Framework
35. The Effect of Reading Duration on the Reliability and Validity of Middle School Students' ORF Performance
36. Why Intensive Interventions Matter: Longitudinal Studies of Adolescents with Reading Disabilities and Poor Reading Comprehension
37. Internalizing Symptoms and Reading Difficulties Among Early Elementary School Students.
38. Text-Processing Differences in Adolescent Adequate and Poor Comprehenders Reading Accessible and Challenging Narrative and Informational Text
39. Are Child Cognitive Characteristics Strong Predictors of Responses to Intervention? A Meta-Analysis
40. Anxiety and Response to Reading Intervention among First Grade Students
41. Cognitive Attributes of Adequate and Inadequate Responders to Reading Intervention in Middle School
42. Patterns of Cognitive Strengths and Weaknesses: Identification Rates, Agreement, and Validity for Learning Disabilities Identification
43. The Effects of Student and Text Characteristics on the Oral Reading Fluency of Middle-Grade Students
44. Intensive Reading Remediation in Grade 2 or 3: Are There Effects a Decade Later?
45. Reading, Laterality, and the Brain: Early Contributions on Reading Disabilities by Sara S. Sparrow
46. Agreement and Coverage of Indicators of Response to Intervention: A Multimethod Comparison and Simulation
47. Accumulating Knowledge: When Are Reading Intervention Results Meaningful?
48. An Experimental Evaluation of Guided Reading and Explicit Interventions for Primary-Grade Students At-Risk for Reading Difficulties
49. The Contribution of Attentional Control and Working Memory to Reading Comprehension and Decoding
50. Why Intensive Interventions Matter: Longitudinal Studies of Adolescents With Reading Disabilities and Poor Reading Comprehension
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