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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 Psychology36(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 Quarterly38(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 psychology106(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 Review26(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 Children38(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 Quarterly29(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 & Practice30(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 Differences32, 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 Writing26(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 & Practice30(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 & Practice29(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 & Practice29(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 Review26(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 Psychology36(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 Psychology106(3), 799.
  24. Vaughn, S., & Wanzek, J. (2014). Intensive interventions in reading for students with reading disabilities: Meaningful impacts. Learning Disabilities Research & Practice29(2), 46-53.

תאריך עדכון אחרון : 13/02/2018