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Understanding Inadequate Response to First Grade Multi-Tier Intervention
"Waiting to Fail" Redux
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.
Validity of a Holistically Scored Retell Protocol for Determining the Reading Comprehension of Middle School Students.
Predicting kindergartners' end of year spelling ability from their reading, alphabetic, vocabulary, and phonological awareness skills, and prior literacy experiences.