Citations (21)
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Shawna Petersen-Brown, Elizabeth Kinsey Hawley, Emily Fischer & Melissa Schneider. (2024) A review and meta-analysis of literacy interventions implemented by caregivers at home. Preventing School Failure: Alternative Education for Children and Youth 68:2, pages 92-102.
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Erin K. Washburn, Samantha A. Gesel, Miranda S. Fitzgerald, Kristen D. Beach & Corinne R. Kingsbery. (2023) The Impact of a Comprehensive, Evidence-Based Approach to Summer Literacy Intervention on the K-3 Reading Skills of Economically and Culturally Diverse Students. Reading & Writing Quarterly 39:6, pages 510-529.
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Sandraluz Lara-Cinisomo, D. Bruce Taylor & Adriana L. Medina. (2020) Summer Reading Program with Benefits for At-Risk Children: Results from a Freedom School Program. Reading & Writing Quarterly 36:3, pages 211-224.
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Ryan J. Martin, Robin S. Codding, Melissa A. Collier-Meek, Kaitlin M. Gould, Emily R. DeFouw & Robert J. Volpe. (2019) Examination of a Parent-Mediated Detect, Practice, and Repair Procedure to Improve Math Fact Fluency. School Psychology Review 48:4, pages 293-308.
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Joel Erion & Jennifer Hardy. (2019) Parent tutoring, instructional hierarchy, and reading: A case study. Preventing School Failure: Alternative Education for Children and Youth 63:4, pages 382-392.
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Stacey A. Field, John C. Begeny & Eui Kyung Kim. (2019) Exploring the Relationship Between Cognitive Characteristics and Responsiveness to a Tier 3 Reading Fluency Intervention. Reading & Writing Quarterly 35:4, pages 374-391.
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Sarah F. Vess, John C. Begeny, Kate E. Norwalk & Robyn N. Ankney. (2018) Tier 2 Reading Fluency Interventions With Middle School Students: A Comparison of the HELPS-SG Program and a Teacher-Directed Evidence-Based Intervention. Journal of Applied School Psychology 34:4, pages 316-337.
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Articles from other publishers (14)
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Shobana Musti, Jesslyn M. Smith & John C. Begeny. (2022) A Virtual Tutoring Program to Increase Students’ Text Reading Fluency. Intervention in School and Clinic 59:2, pages 105-114.
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John C. Begeny, Jiayi Wang, Rebecca A. Levy, Lisa M. Sanetti, Jessica Loehman & Kristina Rodriguez. (2023) Considering the implementation research-to-practice gap: An experimental evaluation of intervention-general methods for assessing and supporting intervention fidelity through coaching. Journal of School Psychology 97, pages 152-170.
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Sara Kupzyk, Zachary C. LaBrot & Macy J. Collins. (2023) An Updated Systematic Review on Parent Tutoring. Education and Treatment of Children 46:1, pages 59-75.
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Maíra Anelli Martins, John C. Begeny & Simone Aparecida Capellini. (2023) Translation and cultural adaptation of the HELPS Reading Fluency Program into Brazilian Portuguese: A report of systematic adaptation processes and initial evidence of efficacy. Frontiers in Psychology 14.
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Joshua J. Reynolds. (2021) Improving the Assessment of Teaching Effectiveness With the Nonequivalent Dependent Variables Approach. Teaching of Psychology 49:4, pages 381-387.
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John C. Begeny, Robin S. Codding, Jiayi Wang, Rahma M. Hida, Sierra L. Patterson, Sarah Kessler, Felicia Fields‐Turner & Kimberly A. Ramos. (2020) An analysis of motivation strategies used within the small‐group Accelerating Mathematics Performance through Practice Strategies (AMPPS‐SG) program. Psychology in the Schools 57:4, pages 540-555.
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Sarah Winchell Lenhoff, Cheryl Somers, Brittney Tenelshof & Trisha Bender. (2020) The potential for multi-site literacy interventions to reduce summer slide among low-performing students. Children and Youth Services Review 110, pages 104806.
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