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Contraceptives Association with Vaginal Microbiome and RTI: A Cross-Sectional Survey in Females of Jammu and Kashmir, India
The present study aimed to examine the impacts of use of various contraceptive methods on vaginal microbiome and reproductive tract infections (RTI)...
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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
There is limited research about Tier 3 interventions provided during typical school Response to Intervention (RTI) implementation. As part of a...
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Reading Instruction for Students with Autism Spectrum Disorder: Comparing Observations of Instruction to Student Reading Profiles
Despite a marked increase in the volume of research investigating issues about reading interventions for students with ASD (e.g., Bailey and Arciuli,...
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Analyzing the role of fidelity of RTI Tier 2 reading intervention in Spanish kindergarten and first grade students
This study examined the role of fidelity in the reading outcomes within a Tier 2 intervention implemented by Spanish kindergarten and first grade...
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Efficacy evaluation of a full-scale response to intervention program for enhancing student reading abilities in a Swedish school context
Reading abilities in Swedish students have declined in recent decades. The current study examined the effectiveness of a full-scale three-tier...
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The underlying neuropsychological and neural correlates of the impaired Chinese reading skills in children with attention deficit hyperactivity disorder
Impaired basic academic skills (e.g., word recognition) are common in children with Attention Deficit Hyperactivity Disorder (ADHD). The underlying...
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The effect of a dialogically oriented intervention program on the reading abilities of struggling readers in second grade
Studies have shown that dialogic instruction can promote reading comprehension, but its contribution to lower-level skills like reading fluency is...
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On the Science of Reading: How Social Justice, Behavior Analysis, and Literacy Instruction Converge
The main responsibility of our educational institutions is to develop competent readers and thus, a literate citizenry. Indeed, literacy is requisite...
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Rehabilitation of Reading and Writing Learning Disorder
The chapter addresses Specific Learning Disorders, which are of great interest to health and education professionals. These disorders have...
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Relation Between the Essential Components of Reading and Reading Comprehension in Monolingual Spanish-Speaking Children: a Meta-analysis
This meta-analysis aims to quantitatively synthesize the relation between the essential components of reading and reading comprehension in children...
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Marie Clay: International Literacy Scholar and Mother of Reading Recovery
Madame Marie Clay (January 3, 1926–April 13, 2007) was a premier New Zealand literacy educator who influenced multiple fields of study within...
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Supporting multilingual children at-risk of reading failure: impacts of a multilingual structured pedagogy literacy intervention in Kenya
Many children living in linguistically diverse low- and middle-income countries learn to read and write in multiple languages. Recent research...
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Instructivism in Literacy as a Means for Social Justice: An Effective Path Forward with Direct Instruction Reading
In this paper, we reflect on the existing literacy achievement gap in the United States, the interconnected variables that contribute to this social...
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Differential Diagnosis of Specific Reading and Writing Disorders: Speech, Language and Hearing Sciences Contributions
The diagnosis of neurodevelopmental disorders, more specifically of disorders involving academic skills and related to school failure, is usually...
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Reading, Dyslexia, and Vision Therapy
Learning to read and write may be challenging for many children. In the USA, approximately 65% of children experience difficulty learning to read....
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Development and validation of a semi-automated, scalable response to intervention framework in mathematics
Response to Intervention (RTI) has been shown to be better at identifying and addressing learning difficulties than other frameworks. However, only a...
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Supporting Young Readers: A Mixed-Methods Study of Their Literacy, Behaviour, and Perceptions When Reading Aloud to Dogs or Adults
Animal-assisted interventions (AAI) have been found to benefit human emotional state and cognitive performance. Recent applications of AAI have...
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Dynamic assessment as a predictor of reading development: a systematic review
Assessments of reading and reading-related skills which measure acquired knowledge may pose problems for the prediction of future reading...
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Examining the technical adequacy and efficacy of FABLe to identify students at-risk for reading difficulties in India
This paper addresses the need for effective curriculum-based measures (CBMs) to assess foundational literacy skills in India. It seeks to answer the...
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Cumulative Disadvantage: Differential Experiences of Students with Reading Difficulties
Although the measurement of student reading achievement has become more nuanced over the last seventy years, the national preoccupation and worry...