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21
The influence of decodability in early reading text on reading achievement: a review of the evidence
In: Reading and writing. - New York, NY : Springer Science+Business Media 25 (2012) 9, 2223-2246
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22
Reconsidering academic language in practice: the demands of Spanish expository reading and students' bilingual resources
In: Bilingual research journal. - Washington, DC : NABE 35 (2012) 1, 32-52
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23
Function, type, and distribution of teacher questions in dual-language preschool read alouds
In: Bilingual research journal. - Washington, DC : NABE 35 (2012) 3, 258-276
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24
Effect of strategy instruction on fourth-grade dual language learners' ability to monitor their comprehension of scientific texts
In: Bilingual research journal. - Washington, DC : NABE 35 (2012) 3, 331-349
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25
Designing for diversity: the role of reading strategies and interactive vocabulary in a digital reading environment for fifth-grade monolingual English and bilingual students
In: Journal of literacy research. - Thousand Oaks, Calif. : Sage Publications 43 (2011) 1, 68-100
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26
Efficacy of a Tier 2 supplement root vocabulary and decoding intervention with kindergarten Spanish-speaking English learners
In: Journal of literacy research. - Thousand Oaks, Calif. : Sage Publications 43 (2011) 2, 184-211
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27
Predicting reading comprehension on the Internet: contributions of offline reading skills, online reading skills, and prior knowledge
In: Journal of literacy research. - Thousand Oaks, Calif. : Sage Publications 43 (2011) 4, 352-392
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28
"Literacy is the ability to read and write English": defining and developing literacy in basic schools in Ghana
In: International journal of bilingual education and bilingualism. - Abingdon : Routledge, Taylor & Francis Group 14 (2011) 1, 89-106
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29
Teacher knowledge of basic language concepts and dyslexia
In: Dyslexia. - Bracknell : British Dyslexia Association 17 (2011) 2, 165-183
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30
Orthographic processing efficiency in developmental dyslexia: an investigation of age and treatment factors at the sublexical level
In: Annals of dyslexia. - New York, NY : Springer 61 (2011) 1, 111-135
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31
Are preservice teachers prepared to teach struggling readers?
In: Annals of dyslexia. - New York, NY : Springer 61 (2011) 1, 21-43
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32
Further evidence of the effectiveness of phonological instruction with oral-deaf readers
In: American annals of the deaf. - Washington, DC : Gallaudet Univ. Press 155 (2011) 5, 562-568
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33
An evaluation of Early Reading First (ERF) preschool enrichment on language and literacy skills
In: Reading and writing. - New York, NY : Springer Science+Business Media 24 (2011) 3, 253-284
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34
An experimental study evaluating professional development activities within a state funded pre-kindergarten program
In: Reading and writing. - New York, NY : Springer Science+Business Media 24 (2011) 8, 971-1010
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35
Effects of pre-service teachers' receptive vocabulary knowledge on their interactive read-alouds with elementary school students
In: Reading and writing. - New York, NY : Springer Science+Business Media 24 (2011) 7, 749-771
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36
Promoting the development of preschool children's emergent literacy skills: a randomized evaluation of a literacy-focused curriculum and two professional development models
In: Reading and writing. - New York, NY : Springer Science+Business Media 24 (2011) 3, 305-337
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37
Literacy coaching as a component of professional development
In: Reading and writing. - New York, NY : Springer Science+Business Media 24 (2011) 7, 773-800
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38
Preparing beginning reading teachers: an experimental comparison of initial early literacy field experiences
In: Reading and writing. - New York, NY : Springer Science+Business Media 25 (2011) 1, 109-129
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39
Training letter and orthographic pattern recognition in children with slow naming speed
In: Reading and writing. - New York, NY : Springer Science+Business Media 24 (2011) 1, 91-115
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40
Coexisting languages: reading bilingual books with biliterate eyes
In: Bilingual research journal. - Washington, DC : NABE 34 (2011) 1, 19-37
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