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Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic.
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2 |
Developmental relations between reading fluency and reading comprehension: a longitudinal study from Grade 1 to Grade 2.
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BASE
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3 |
Comparing two forms of dynamic assessment and traditional assessment of preschool phonological awareness.
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4 |
Learning letter names and sounds: effects of instruction, letter type, and phonological processing skill.
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