References
- Al Otaiba, S., & Torgesen, J. (2007). Effects from intensive standardized kindergarten and first-grade interventions for the prevention of reading difficulties. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.), Handbook of response to intervention: The science and practice of assessment and intervention (pp. 212–222). New York: Springer.
- Al Otaiba, S., Schatschneider, C., & Silverman, E. (2005). Tutor-assisted intensive learning strategies in kindergarten: How much is enough? Exceptionality, 13, 195–208.
- Baker, E. (2012). Optimal intervention intensity. International Journal of Speech-Language Pathology, 14, 401–409.
- Baker, E., & McLeod, S. (2011a). Evidence-based practice for children with speech sound disorders: Part 1 Narrative review. Language, Speech, and Hearing Services in Schools, 42, 102–139.
- Baker, E., & McLeod, S. (2011b). Evidence-based practice for children with speech sound disorders: Part 2 application to clinical practice. Language, Speech, and Hearing Service in Schools, 42, 140–151.
- Berkeley, S., Bender, W., Peaster, L., & Saunders, L. (2009). Implementation of response to intervention: A snapshot of progress. Journal of Learning Disabilities, 42, 85–95.
- Cirrin, F., & Gillam, R. (2008). Language intervention practices for school-age children with spoken language disorders: A systematic review. Language, Speech, and Hearing Services in Schools, 39, 110–137.
- Cirrin, F., Schooling, T., Nelson, N., Diehl, S., Flynn, P., Staskowski, M., . (2010). Evidence-based systematic review: Effects of different service delivery models on communication outcomes for elementary school-age children. Language, Speech, and Hearing Services in Schools, 41, 233–264.
- Cohen, J. (2001). Adverse drug effects, compliance and initial dosage of antihypertensive drugs recommended by the Joint National Committee vs. the Physicians’ Desk Reference. Archives of Internal Medicine, 161, 880–885.
- Denton, C., Cirino, P., Barth, A., Romain, M., Vaughn, S., Wexler, J., . (2011). An experimental study of scheduling and duration of “Tier 2” first-grade reading intervention. Journal of Research on Educational Effectiveness, 4, 208–230.
- Gersten, R., Compton, D., Connor, C., Dimino, J., Santoro, L., Linan-Thompson, S., . (2009). Assisting students struggling with reading: Response to intervention and multi-tier intervention for reading in the primary grades. Washington, DC: National Center for Education Evaluation and regional Assistance, Institute of Education Sciences, U.S. Department of Education. Available online at: http://ies.ed.gov/ncee/wwc/publications/practiceguides/, accessed 29 February, 2012.
- Hatcher, P., Hulme, C., Miles, J., Carroll, J., Hatcher, J., Gibbs, S., . (2006). Efficacy of small group reading intervention for beginning readers with reading-delay: A randomised controlled trial. Journal of Child Psychology and Psychiatry, 47, 820–827.
- Hoffman, L. (2009). Narrative language intervention intensity and dosage: Telling the whole story. Topics in Language Disorders, 29, 329–343.
- Marston, D., Lau, M., & Muyskens, P. (2007). Implementation of the problem-solving model in the Minneapolis Public Schools. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.), Handbook of response to intervention: The science and practice of assessment and intervention (pp. 279–287). New York, NY: Springer.
- Nelson, N., & Butler, K. (2009). From the editors. Topics in Language Disorders, 29, 289–290.
- Proctor-Williams, K. (2009). Dosage and distribution in morphosyntax intervention: Current evidence and future needs. Topics in Language Disorders, 29, 294–311.
- Proctor-Williams, K., & Fey, M. (2007). Recast density and acquisition of irregular past tense forms. Journal of Speech, Language, and Hearing Research, 50, 1029–1047.
- Sackett, D., Rosenberg, W., Gray, J., Haynes, R., & Richardson, W. (1996). Evidence based practice: What it is and what it isn’t. British Medical Journal, 312, 71–72.
- Seabrook, R., Brown, G. A., & Solity, J. E. (2005). Distributed and massed practice: From laboratory to classroom. Applied Cognitive Psychology, 19, 107–122.
- Sprick, M., Howard, L., & Fidanque, A. (1998). Read well: Critical foundations in primary reading. Longmont, CO: Sopris West.
- Ukrainetz, R. (Ed.). (2009). How much is enough? The intensity evidence in language intervention. Topics in Language Disorders, 29,
- Ukrainetz, T., Ross, C., & Harm, H. (2009). An investigation of treatment scheduling for phonemic awareness with kindergartners who are at risk for reading difficulties. Language, Speech, and Hearing Disorders in Children, 40, 86–100.
- Wagner, R., Torgeson, J., & Rashotte, C. (1999). Comprehensive Test of Phonological Processing. Austin TX: Pro-Ed.
- Walton, R., Dovey, S., Harvey, E., & Freemantle, N. (1999). Computer support for determining drug dose: Systematic review and meta-analysis. British Medical Journal, 318, 984–990.
- Wanzek, J., & Vaughn, S. (2007). Research-Based implications from extensive early reading interventions. School Psychology Review, 36, 541–561.
- Wanzek, J., & Vaughn, S. (2008). Response to varying amounts of time in reading intervention for students with low response to intervention. Journal of Learning Disabilities, 41, 126–142.
- Warren, S., Fey, M., & Yoder, P. (2007). Differential treatment intensity research: A missing link to creating optimally effective communication interventions. Mental Retardation and Developmental Disabilities Research Reviews, 13, 70–77.