Citations (33)
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Zuowei Wang, John Sabatini & Tenaha O’Reilly. (2020) When Slower is Faster: Time Spent Decoding Novel Words Predicts Better Decoding and Faster Growth. Scientific Studies of Reading 24:5, pages 397-410.
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Idor Svensson, Linda Fälth, Bengt Persson & Staffan Nilsson. (2017) The Effect of Reading Interventions among Poor Readers at a Forensic Psychiatric Clinic. Psychiatry, Psychology and Law 24:3, pages 440-457.
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Jane Shore, John Sabatini, Jennifer Lentini, Steven Holtzman & Adjua McNeil. (2015) Development of an Evidence-Based Reading Fluency Program for Adult Literacy Learners. Reading Psychology 36:1, pages 86-104.
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JaneR. Shore, JohnP. Sabatini, Jennifer Lentini & Steven Holtzman. (2013) Changes in Reading Practices and Perceptions in Low-Literacy-Level Adult Learners. Reading Psychology 34:6, pages 550-568.
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Hye
K. Pae, Daphne Greenberg & Robin
D. Morris. (2012) Construct Validity and Measurement Invariance of the Peabody Picture Vocabulary Test–III Form A. Language Assessment Quarterly 9:2, pages 152-171.
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Brett Miller, Layla Esposito & Peggy McCardle. (2011) A Public Health Approach to Improving the Lives of Adult Learners: Introduction to the Special Issue on Adult Literacy Interventions. Journal of Research on Educational Effectiveness 4:2, pages 87-100.
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Articles from other publishers (27)
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Juliane Kindl & Wolfgang Lenhard. (2023) A meta-analysis on the effectiveness of functional literacy interventions for adults. Educational Research Review 41, pages 100569.
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Daniel P. Feller, Amani Talwar, Daphne Greenberg, Ryan D. Kopatich & Joseph P. Magliano. (2023) Exploring moderational and mediational relations among word reading, vocabulary, sentence processing and comprehension for struggling adult readers. Journal of Research in Reading 46:3, pages 312-331.
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Gal Kaldes & Elizabeth L. Tighe. (2023) Evaluating the structural and predictive validity of a derivational morphology task with struggling adult readers. Reading and Writing.
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Ai Leen Choo, Daphne Greenberg, Hongli Li & Amani Talwar. (2022) Rate of Stuttering and Factors Associated With Speech Fluency Characteristics in Adult Struggling Readers. Journal of Learning Disabilities 56:1, pages 7-24.
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Elena Nightingale, Lee Branum-Martin & Daphne Greenberg. (2022) Modeling the relations between reading skills and assessment methods in adults who struggle with foundational reading skills. Reading and Writing.
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Rachael C. Hulme, Charlotte E. Webber, Amy C. Fox, Jessie Ricketts, Laura R. Shapiro & J. S. H. Taylor. (2022) Do family learning phonics courses improve parents' reading‐related skills and ability to support their children's reading?. Journal of Research in Reading 45:3, pages 258-276.
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André Ege, Wolfgang Lenhard, Rosa Joßberger & Harald Ebert. (2022) Technologieunterstützte Förderung der Leseflüssigkeit im Erwachsenenalter mittels Reading While Listening. Lernen und Lernstörungen 11:1, pages 19-30.
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Irit Bar-Kochva, Réka Vágvölgyi, Thomas Dresler, Benjamin Nagengast, Hannes Schröter, Josef Schrader & Hans-Christoph Nuerk. (2021) Basic reading and reading-related language skills in adults with deficient reading comprehension who read a transparent orthography. Reading and Writing 34:9, pages 2357-2379.
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Amy Pickard. (2019) Barriers to Access in Public Adult Literacy Education. Educational Policy 35:5, pages 721-747.
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Janet McHardy & Elaine Chapman. (2018) The Teaching Focus of Adult‐Reading Teachers When Developing Word Reading Skills. Literacy 53:3, pages 125-133.
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Susan H. Gray, Linnea C. Ehri & John L. Locke. (2017) Morpho-phonemic analysis boosts word reading for adult struggling readers. Reading and Writing 31:1, pages 75-98.
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Alisa Belzer & Amy Pickard. (2015) From Heroic Victims to Competent Comrades. Adult Education Quarterly 65:3, pages 250-266.
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Alice O. Nanda, Daphne Greenberg & Robin D. Morris. (2014) Reliability and validity of the CTOPP Elision and Blending Words subtests for struggling adult readers. Reading and Writing 27:9, pages 1603-1618.
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Alison Wolf & Andrew Jenkins. (2014) Do ‘learners’ always learn? The impact of workplace adult literacy courses on participants’ literacy skills. British Educational Research Journal 40:4, pages 585-609.
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Mary Beth Calhoon, Hollis S. Scarborough & Brett Miller. (2013) Interventions for struggling adolescent and adult readers: instructional, learner, and situational differences. Reading and Writing 26:4, pages 489-494.
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Jan C. Frijters, Maureen W. Lovett, Rose A. Sevcik & Robin D. Morris. (2012) Four methods of identifying change in the context of a multiple component reading intervention for struggling middle school readers. Reading and Writing 26:4, pages 539-563.
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Daryl F. Mellard, Thomas Krieshok, Emily Fall & Kari Woods. (2012) Dispositional factors affecting motivation during learning in adult basic and secondary education programs. Reading and Writing 26:4, pages 515-538.
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Daphne Greenberg, Justin C. Wise, Jan C. Frijters, Robin Morris, Laura D. Fredrick, Victoria Rodrigo & Ryan Hall. (2012) Persisters and nonpersisters: Identifying the characteristics of who stays and who leaves from adult literacy interventions. Reading and Writing 26:4, pages 495-514.
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Hollis S. Scarborough, John P. Sabatini, Jane Shore, Laurie E. Cutting, Kenneth Pugh & Leonard Katz. (2012) Meaningful reading gains by adult literacy learners. Reading and Writing 26:4, pages 593-613.
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Nicole A. Taylor, Daphne Greenberg, Jacqueline Laures-Gore & Justin C. Wise. (2011) Exploring the syntactic skills of struggling adult readers. Reading and Writing 25:6, pages 1385-1402.
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Daphne Greenberg & Jacqueline Laures-Gore. (2011) Adults With Low Literacy Skills: How SLPs Can Help. The ASHA Leader 16:10.
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James M Bebko, Thomas Rhee, Carly McMorris & Magali Segers. (1970) Automatization and Retention of Literacy Skills in Adult Learners. Literacy and Numeracy Studies 20:2, pages 17-36.
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