Understanding Inadequate Response to First Grade Multi-Tier Intervention: Nomothetic and Idiographic Perspectives (Q34554711)

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English	Understanding Inadequate Response to First Grade Multi-Tier Intervention: Nomothetic and Idiographic Perspectives	scientific article

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scholarly article

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Europe PubMed Central

PubMed publication ID

25422532

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3 August 2017

title

Understanding Inadequate Response to First Grade Multi-Tier Intervention: Nomothetic and Idiographic Perspectives (English)

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Europe PubMed Central

PubMed publication ID

25422532

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3 August 2017

author

Stephanie Al Otaiba

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2

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Stephanie Al Otaiba

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Europe PubMed Central

PubMed publication ID

25422532

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3 August 2017

Jeanne Wanzek

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4

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Jeanne Wanzek

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Europe PubMed Central

PubMed publication ID

25422532

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3 August 2017

Christopher Schatschneider

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3

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Christopher Schatschneider

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Europe PubMed Central

PubMed publication ID

25422532

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3 August 2017

author name string

Luana Greulich

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1

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Europe PubMed Central

PubMed publication ID

25422532

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3 August 2017

Miriam Ortiz

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5

1 reference

stated in

Europe PubMed Central

PubMed publication ID

25422532

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3 August 2017

Richard Wagner

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6

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Europe PubMed Central

PubMed publication ID

25422532

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3 August 2017

language of work or name

English

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publication date

1 November 2014

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Europe PubMed Central

PubMed publication ID

25422532

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3 August 2017

published in

Learning Disability Quarterly

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Europe PubMed Central

PubMed publication ID

25422532

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3 August 2017

volume

37

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Europe PubMed Central

PubMed publication ID

25422532

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3 August 2017

issue

4

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Europe PubMed Central

PubMed publication ID

25422532

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3 August 2017

page(s)

204-217

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Europe PubMed Central

PubMed publication ID

25422532

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3 August 2017

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To Wait in Tier 1 or Intervene Immediately: A Randomized Experiment Examining First Grade Response to Intervention (RTI) in Reading

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7 July 2018

Cognitive Correlates of Inadequate Response to Reading Intervention

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Responsiveness-to-intervention: a decade later

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Accelerating chronically unresponsive children to tier 3 instruction: what level of data is necessary to ensure selection accuracy?

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IDENTIFICATION OF READING PROBLEMS IN FIRST GRADE WITHIN A RESPONSE-TO-INTERVENTION FRAMEWORK.

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A Meta-Analysis of the RTI Literature for Children at Risk for Reading Disabilities

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Do Supplemental Remedial Reading Programs Address the Motivational Issues of Struggling Readers? An Analysis of Five Popular Programs

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Implementation of response to intervention: a snapshot of progress

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Responsiveness-to-Intervention: Definitions, Evidence, and Implications for the Learning Disabilities Construct

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Tiers of intervention in kindergarten through third grade

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Individual difference variables that predict response to training in phonological awareness

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An evaluation of intensive intervention for students with persistent reading difficulties

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Response to intervention as a vehicle for distinguishing between children with and without reading disabilities: Evidence for the role of kindergarten and first-grade interventions

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reference URL

https://pubmed.ncbi.nlm.nih.gov/25422532

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12 December 2020

based on heuristic

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Identifiers

DOI

10.1177/0731948714526999

1 reference

stated in

Europe PubMed Central

PubMed publication ID

25422532

retrieved

3 August 2017

PMC publication ID

4240018

1 reference

stated in

Europe PubMed Central

PubMed publication ID

25422532

retrieved

3 August 2017

PubMed publication ID

25422532

1 reference

stated in

Europe PubMed Central

PubMed publication ID

25422532

retrieved

3 August 2017

 

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