Citations (21)
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Read on this site (8)
Dani Tomlin & Andrew Vandali. (2019) Efficacy of a deficit specific auditory training program for remediation of temporal patterning deficits. International Journal of Audiology 58:7, pages 393-400.
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Elizabeth Schaughency, Sebastian Suggate & Elaine Reese. (2017) Links between early oral narrative and decoding skills and later reading in a New Zealand sample. Australian Journal of Learning Difficulties 22:2, pages 109-132.
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Mridula Sharma, Suzanne C Purdy & Andrea S Kelly. (2012) A randomized control trial of interventions in school-aged children with auditory processing disorders. International Journal of Audiology 51:7, pages 506-518.
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Jennifer Buckingham, Robyn Beaman & Kevin Wheldall. (2012) A randomised control trial of a MultiLit small group intervention for older low-progress readers. Effective Education 4:1, pages 1-26.
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Kevin Wheldall & Alison Madelaine. (2006) The Development of a Passage Reading Test for the Frequent Monitoring of Performance of Low-Progress Readers. Australasian Journal of Special Education 30:1, pages 72-85.
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Alison Madelaine & Kevin Wheldall. (2005) Identifying low‐progress readers: Comparing teacher judgment with a curriculum‐based measurement procedure. International Journal of Disability, Development and Education 52:1, pages 33-42.
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Alison Madelaine & Kevin Wheldall
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Alison Madelaine & Kevin Wheldall. (2002) A comparison of two quick methods for identifying low‐progress readers: Teacher judgment versus curriculum‐based measurement. Australasian Journal of Special Education 26:1-2, pages 32-47.
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Articles from other publishers (13)
Gary Rance, Richard C. Dowell & Dani Tomlin. (2023) The effect of classroom environment on literacy development. npj Science of Learning 8:1.
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Mark Seeto, Dani Tomlin & Harvey Dillon. (2021) The Relations Between Auditory Processing Scores and Cognitive, Listening and Reading Abilities. Ear & Hearing 42:4, pages 803-813.
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Mridula Sharma, Linda Cupples & Suzanne C. Purdy. (2019) Predictors of Reading Skills in Children With Listening Concerns. Ear & Hearing 40:2, pages 243-252.
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Amanda Watson, Anna Timperio, Helen Brown & Kylie D. Hesketh. (2017) A primary school active break programme (ACTI-BREAK): study protocol for a pilot cluster randomised controlled trial. Trials 18:1.
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Amanda Watson, Anna Timperio, Helen Brown, Keren Best & Kylie D. Hesketh. (2017) Effect of classroom-based physical activity interventions on academic and physical activity outcomes: a systematic review and meta-analysis. International Journal of Behavioral Nutrition and Physical Activity 14:1.
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Ellen de Wit, Margot I. Visser-Bochane, Bert Steenbergen, Pim van Dijk, Cees P. van der Schans & Margreet R. Luinge. (2016) Characteristics of Auditory Processing Disorders: A Systematic Review. Journal of Speech, Language, and Hearing Research 59:2, pages 384-413.
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Wayne Holmes, Dee Reid & Ann Dowker. (2012) Early Intervention to Prevent Long-Term Literacy Difficulties: the Case of Catch Up Literacy. Procedia - Social and Behavioral Sciences 46, pages 4498-4503.
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Kevin WheldallLisa Limbrick. (2010) Do More Boys Than Girls Have Reading Problems?. Journal of Learning Disabilities 43:5, pages 418-429.
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Mridula Sharma, Suzanne C. Purdy & Andrea S. Kelly. (2009) Comorbidity of Auditory Processing, Language, and Reading Disorders. Journal of Speech, Language, and Hearing Research 52:3, pages 706-722.
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Mridula Sharma & Suzanne C Purdy. (2007) A Case Study of an 11-Year-Old With Auditory Processing Disorder. Australian and New Zealand Journal of Audiology 29:1, pages 40-52.
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Mridula Sharma, Suzanne C. Purdy, Philip Newall, Kevin Wheldall & Robyn Beaman. (2007) Refractory effects on auditory-evoked responses in children with reading disorders. NeuroReport 18:2, pages 133-136.
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Benjamin Silberglitt & John Hintze. (2016) Formative Assessment Using Cbm-R Cut Scores To Track Progress Toward Success On State-Mandated Achievement Tests: a Comparison of Methods. Journal of Psychoeducational Assessment 23:4, pages 304-325.
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Rosalind Latiner Raby. (2003) Comparative and International Education: A Bibliography (2002). Comparative Education Review 47:3, pages 352-420.
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