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"Waiting to Fail" Redux
Predicting kindergartners' end of year spelling ability from their reading, alphabetic, vocabulary, and phonological awareness skills, and prior literacy experiences.
Understanding Inadequate Response to First Grade Multi-Tier Intervention
Validity of a Holistically Scored Retell Protocol for Determining the Reading Comprehension of Middle School Students.
Incorporating RTI in a Hybrid Model of Reading Disability.
Relationship of Print Reading in Tier I Instruction and Reading Achievement for Kindergarten Students At-Risk for Reading Difficulties.