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Cognitive Attributes of Adequate and Inadequate Responders to Reading Intervention in Middle School.
Miciak, Jeremy; Stuebing, Karla K; Vaughn, Sharon; Roberts, Greg; Barth, Amy Elizabeth; Fletcher, Jack M.
Afiliação
  • Miciak J; An assistant research professor at the Texas Institute for Measurement, Evaluation, and Statistics at the University of Houston. He holds a doctorate in special education from The University of Texas at Austin. His research interests include issues of definition, identification, and treatment of lea
  • Stuebing KK; Retired research professor at the Texas Institute for Measurement, Evaluation, and Statistics at the University of Houston. Her research interests include measurement and classification issues in the fields of reading and learning disabilities.
  • Vaughn S; H. E. Hartfelder/Southland Corp. Regents Chair in Human Development and the Executive Director of The Meadows Center for Preventing Educational Risk, an organized research unit at The University of Texas at Austin. She is the recipient of numerous awards including the Council of Exceptional Children
  • Roberts G; Director of the Vaughn Gross Center for Reading and Associate Director of The Meadows Center for Preventing Educational Risk. He directs all data related activities for the Centers. He has been principal investigator or coinvestigator on over a dozen research projects funded by the Institute of Educ
  • Barth AE; An assistant professor in special education at the University of Missouri-Columbia. Dr. Barth, a speech-language pathologist, is currently completing the third year of a 5-year K08 Mentored Clinical Scientist Research Career Development Award from the National Institute of Child Health and Human Dev
  • Fletcher JM; Hugh Roy and Lillie Cranz Cullen Distinguished Professor and Chair, Department of Psychology, at the University of Houston. Dr. Fletcher, a child neuropsychologist, has conducted research on children with learning and attention disorders, as well as brain injury. He served on the 2002 President's Co
School Psych Rev ; 43(4): 407-427, 2014 Dec.
Article em En | MEDLINE | ID: mdl-28579668
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Texto completo: 1 Base de dados: MEDLINE Tipo de estudo: Prognostic_studies / Qualitative_research Idioma: En Ano de publicação: 2014 Tipo de documento: Article
Texto completo
Imprimir
XML
PubMed Links
Buscar no Google

Texto completo: 1 Base de dados: MEDLINE Tipo de estudo: Prognostic_studies / Qualitative_research Idioma: En Ano de publicação: 2014 Tipo de documento: Article