Detalhe da pesquisa
1.
A meta-analysis of the effects of foundational skills and multicomponent reading interventions on reading comprehension for primary-grade students.
Learn Individ Differ
; 932022 Jan.
Artigo
em Inglês
| MEDLINE | ID: mdl-36425054
2.
The Effects of ADHD Treatment and Reading Intervention on the Fluency and Comprehension of Children with ADHD and Word Reading Difficulties: A Randomized Clinical Trial.
Sci Stud Read
; 24(1): 72-89, 2020.
Artigo
em Inglês
| MEDLINE | ID: mdl-32982141
3.
The Impact of Intensive Reading Intervention on Level of Attention in Middle School Students.
J Clin Child Adolesc Psychol
; 44(6): 942-53, 2015.
Artigo
em Inglês
| MEDLINE | ID: mdl-24885289
4.
Reaction time variability associated with reading skills in poor readers with ADHD.
J Int Neuropsychol Soc
; 20(3): 292-301, 2014 Mar.
Artigo
em Inglês
| MEDLINE | ID: mdl-24528537
5.
The construction of visual-spatial situation models in children's reading and their relation to reading comprehension.
J Exp Child Psychol
; 119: 101-11, 2014 Mar.
Artigo
em Inglês
| MEDLINE | ID: mdl-24315376
6.
Effects of Tier 3 Intervention for Students With Persistent Reading Difficulties and Characteristics of Inadequate Responders.
J Educ Psychol
; 105(3): 633-648, 2013 Aug.
Artigo
em Inglês
| MEDLINE | ID: mdl-25308995
7.
The Relations Among Oral and Silent Reading Fluency and Comprehension in Middle School: Implications for Identification and Instruction of Students With Reading Difficulties.
Sci Stud Read
; 15(2): 109-135, 2011 Jan 13.
Artigo
em Inglês
| MEDLINE | ID: mdl-21637727
8.
Effects of Individualized and Standardized Interventions on Middle School Students With Reading Disabilities.
Except Child
; 77(4): 391-407, 2011 May.
Artigo
em Inglês
| MEDLINE | ID: mdl-23125463
9.
Cognitive Correlates of Inadequate Response to Reading Intervention.
School Psych Rev
; 40(1): 3-22, 2011.
Artigo
em Inglês
| MEDLINE | ID: mdl-23125475
10.
Trajectories of Response to Treatments in Children with ADHD and Word Reading Difficulties.
Res Child Adolesc Psychopathol
; 49(8): 1015-1030, 2021 08.
Artigo
em Inglês
| MEDLINE | ID: mdl-33772416
11.
A test of the cerebellar hypothesis of dyslexia in adequate and inadequate responders to reading intervention.
J Int Neuropsychol Soc
; 16(3): 526-36, 2010 May.
Artigo
em Inglês
| MEDLINE | ID: mdl-20298639
12.
Fluid reasoning and reading difficulties among children with ADHD.
Appl Neuropsychol Child
; 8(4): 307-318, 2019.
Artigo
em Inglês
| MEDLINE | ID: mdl-29939795
13.
Response to Intervention with Older Students with Reading Difficulties.
Learn Individ Differ
; 18(3): 338-345, 2008.
Artigo
em Inglês
| MEDLINE | ID: mdl-19129920
14.
Agreement among response to intervention criteria for identifying responder status.
Learn Individ Differ
; 18(3): 296-307, 2008 Sep.
Artigo
em Inglês
| MEDLINE | ID: mdl-19081758
15.
Early reading skill profiles in typically developing and at-risk first grade readers to inform targeted early reading instruction.
J Sch Psychol
; 69: 111-126, 2018 08.
Artigo
em Inglês
| MEDLINE | ID: mdl-30558747
16.
Intensive instruction affects brain magnetic activity associated with oral word reading in children with persistent reading disabilities.
J Learn Disabil
; 40(1): 37-48, 2007.
Artigo
em Inglês
| MEDLINE | ID: mdl-17274546
17.
Gender Moderates Association Between Emotional-Behavioral Problems and Text Comprehension in Children with Both Reading Difficulties and Adhd.
Psychol Sch
; 54(5): 504-518, 2017 May.
Artigo
em Inglês
| MEDLINE | ID: mdl-28751795
18.
Comparing treatments for children with ADHD and word reading difficulties: A randomized clinical trial.
J Consult Clin Psychol
; 85(5): 434-446, 2017 May.
Artigo
em Inglês
| MEDLINE | ID: mdl-28333510
19.
An evaluation of intensive intervention for students with persistent reading difficulties.
J Learn Disabil
; 39(5): 447-66, 2006.
Artigo
em Inglês
| MEDLINE | ID: mdl-17004676
20.
The effect of achievement test selection on identification of learning disabilities within a patterns of strengths and weaknesses framework.
Sch Psychol Q
; 30(3): 321-334, 2015 Sep.
Artigo
em Inglês
| MEDLINE | ID: mdl-25243467