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Reading Psychology Volume 38, 2017 - Issue 1
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Original Articles

Effects of Tier I Differentiation and Reading Intervention on Reading Fluency, Comprehension, and High Stakes Measures

Ruth E. JeffersonDepartment of Special Education, Ball State University, Muncie, IndianaCorrespondence[email protected]
,
Christina E. GrantDepartment of Early Childhood and Elementary Education, Murray State University, Murray, Kentucky
&
Janay B. SanderDepartment of Educational Psychology, Ball State University, Muncie, Indiana
Pages 97-124 | Published online: 10 Oct 2016

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Read on this site (2)

Aya Shhub, Zaira Jimenez & Michael Solis. (2023) A Synthesis of Reading Prosody: Evaluating Phrasing and Syntax Interventions. Reading & Writing Quarterly 0:0, pages 1-18.
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Alissa P. Wolters, Young-Suk Grace Kim & John William Szura. (2022) Is Reading Prosody Related to Reading Comprehension? A Meta-analysis. Scientific Studies of Reading 26:1, pages 1-20.
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Articles from other publishers (4)

Rielke Bogaert, Emmelien Merchie, Koen Aesaert & Hilde Van Keer. (2023) The development of the reading comprehension—Progress monitoring (RC-PM) tool for late elementary students. Frontiers in Education 8.
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Rielke Bogaert, Emmelien Merchie, Kim Van Ammel & Hilde Van Keer. (2023) The Impact of a Tier 1 Intervention on Fifth and Sixth Graders’ Reading Comprehension, Reading Strategy Use, and Reading Motivation. Learning Disability Quarterly, pages 073194872211456.
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Ibrahim Suleiman Ibrahim Magableh & Amelia Abdullah. (2021) The Impact of Differentiated Instruction on Students’ Reading Comprehension Attainment in Mixed-Ability Classrooms. Interchange 52:2, pages 255-272.
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Karen L. Gischlar. 2020. Psychoeducational Assessment and Report Writing. Psychoeducational Assessment and Report Writing 479 516 .

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