בחינות ביבליוגרפיות דר' שני קחטה מגמת לקויות למידה 3

רשימת מאמרים לבחינה בבליוגרפית – דר' שני קחטה

1. Taboada Barber, A., Buehl, M. M., Kidd, J. K., Sturtevant, E. G., Richey Nuland, L., & Beck, J. (2015). Reading Engagement in Social Studies: Exploring the Role of a Social Studies Literacy Intervention on Reading Comprehension, Reading Self-Efficacy, and Engagement in Middle School Students with Different Language Backgrounds. Reading Psychology, 36(1), 31-85.‏
2. Christodoulou, J. A., Cyr, A., Murtagh, J., Chang, P., Lin, J., Guarino, A. J., ... & Gabrieli, J. D. (2015). Impact of Intensive Summer Reading Intervention for Children With Reading Disabilities and Difficulties in Early Elementary School. Journal of learning disabilities, 0022219415617163.‏
3. Ciullo, S., Falcomata, T., & Vaughn, S. (2015). Teaching Social Studies to Upper Elementary Students With Learning Disabilities Graphic Organizers and Explicit Instruction. Learning Disability Quarterly, 38(1), 15-26.‏
4. Codding, R. S., & Lane, K. L. (2014). A spotlight on treatment intensity: An important and often overlooked component of intervention inquiry. Journal of Behavioral Education, 1-10.‏
5. Connor, C. M., Spencer, M., Day, S. L., Giuliani, S., Ingebrand, S. W., McLean, L., & Morrison, F. J. (2014). Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders’ vocabulary and reading comprehension outcomes. Journal of educational psychology, 106(3), 762.‏
6. Fogarty, M., Oslund, E., Simmons, D., Davis, J., Simmons, L., Anderson, L., ... & Roberts, G. (2014). Examining the effectiveness of a multicomponent reading comprehension intervention in middle schools: a focus on treatment fidelity. Educational Psychology Review, 26(3), 425-449.‏
7. Haegele, K., & Burns, M. K. (2014). Effect of modifying intervention set size with acquisition rate data among students identified with a learning disability.Journal of Behavioral Education, 1-18.‏
8. Hall, C. S. (2015). Inference Instruction for Struggling Readers: a Synthesis of Intervention Research. Educational Psychology Review, 1-22.‏
9. Hawkins, R. O., Marsicano, R., Schmitt, A. J., McCallum, E., & Musti-Rao, S. (2015). Comparing the Efficiency of Repeated Reading and Listening-While-Reading to Improve Fluency and Comprehension. Education and Treatment of Children, 38(1), 49-70.‏
10. Hier, B. O., & Eckert, T. L. (2014). Evaluating elementary-aged students’ abilities to generalize and maintain fluency gains of a performance feedback writing intervention. School Psychology Quarterly, 29(4), 488.
11. Lee, J., & Yoon, S. Y. (2015). The Effects of Repeated Reading on Reading Fluency for Students With Reading Disabilities A Meta-Analysis. Journal of Learning Disabilities, 0022219415605194.‏‏
12. Lenfest, A., & Reed, D. K. (2015). Enhancing Basal Vocabulary Instruction in Kindergarten. Learning Disabilities Research & Practice, 30(1), 43-50.‏
13. Lindo, E. J. (2014). Family background as a predictor of reading comprehension performance: An examination of the contributions of human, financial, and social capital. Learning and Individual Differences, 32, 287-293.‏
14. Mason, L. H., Davison, M. D., Hammer, C. S., Miller, C. A., & Glutting, J. J. (2013). Knowledge, writing, and language outcomes for a reading comprehension and writing intervention. Reading and Writing, 26(7), 1133-1158.‏
15. McCartney, E., Boyle, J., & Ellis, S. (2014). Developing a universal reading comprehension intervention for mainstream primary schools within areas of social deprivation for children with and without language‐learning impairment: a feasibility study. International Journal of Language & Communication Disorders.‏
16. McKenna, J. W., Flower, A., Kyung Kim, M., Ciullo, S., & Haring, C. (2015). A Systematic Review of Function‐Based Interventions for Students with Learning Disabilities. Learning Disabilities Research & Practice, 30(1), 15-28.‏
17. McMaster, K. L., Espin, C. A., & Broek, P. (2014). Making connections: Linking cognitive psychology and intervention research to improve comprehension of struggling readers. Learning Disabilities Research & Practice, 29(1), 17-24.‏
18. Moran, A. S., Swanson, H. L., Gerber, M. M., & Fung, W. (2014). The Effects of Paraphrasing Interventions on Problem‐Solving Accuracy for Children at Risk for Math Disabilities. Learning Disabilities Research & Practice, 29(3), 97-105.‏
19. O’Reilly, T., Weeks, J., Sabatini, J., Halderman, L., & Steinberg, J. (2014). Designing reading comprehension assessments for reading interventions: how a theoretically motivated assessment can serve as an outcome measure.Educational Psychology Review, 26(3), 403-424.‏
20. Ross, S. G., & Begeny, J. C. (2014). An Examination of Treatment Intensity with an Oral Reading Fluency Intervention: Do Intervention Duration and Student–Teacher Instructional Ratios Impact Intervention Effectiveness?.Journal of Behavioral Education, 1-22.‏
21. Schiff, R., Nuri Ben-Shushan, Y., & Ben-Artzi, E. (2015). Metacognitive Strategies: A Foundation for Early Word Spelling and Reading in Kindergartners With SLI. Journal of learning disabilities, 0022219415589847.‏
22. Shore, J., Sabatini, J., Lentini, J., Holtzman, S., & McNeil, A. (2015). Development of an Evidence-Based Reading Fluency Program for Adult Literacy Learners. Reading Psychology, 36(1), 86-104.‏
23. Stoeger, H., Sontag, C., & Ziegler, A. (2014). Impact of a teacher-led intervention on preference for self-regulated learning, finding main ideas in expository texts, and reading comprehension. Journal of Educational Psychology, 106(3), 799.‏
24. Vaughn, S., & Wanzek, J. (2014). Intensive interventions in reading for students with reading disabilities: Meaningful impacts. Learning Disabilities Research & Practice, 29(2), 46-53.‏