Sage Journals: Discover world-class research

Retricted access

Research article

First published 2017-5

Using Purposefully Created Stories to Teach Academic Vocabulary

Changnam Lee, Carly Roberts, Debra Coffey

Intervention in School and Clinic

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Research article

First published 2013-8

The Effects of Video Self–Modeling on the Decoding Skills of Children at Risk for Reading Disabilities

Sandra M. Ayala, Rollanda O'Connor

Learning Disabilities Research & Practice

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Research article

First published 2014-9

Examining the Predictive Validity of a Dynamic Assessment of Decoding to Forecast Response to Tier 2 Intervention

Eunsoo Cho, Donald L. Compton, Douglas Fuchs [...]

Journal of Learning Disabilities

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Research article

First published 2026

Fidelity Supports for Tier 2 Mathematics EBP Implementation in a Rural School

Jingyuan Zhang, Yan Ping Xin, Richard R. Olenchak [...]

Rural Special Education Quarterly

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Research article

First published 2014-10

To Wait in Tier 1 or Intervene Immediately

Stephanie Al Otaiba, Carol M. Connor, Jessica S. Folsom [...]

Exceptional Children

Open access

Research article

First published 2024

Creating and evaluating corpus-informed word lists for adolescent,beginner-to-low-intermediate learners of French,German,and Spanish

Natalie Finlayson, Emma Marsden, Rachel Hawkes

Language Teaching Research

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Research article

First published 2019-5

Educator–Reported Instructional Characteristics of Grade 1 Reading Interventions within a CBM Assessment System

Joseph F. T. Nese, Dan Farley, Daniel Anderson

Learning Disabilities Research & Practice

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Research article

First published 2024-4

A Comparison of Decision Rule Accuracy From Curriculum-Based Measurement of Reading and Nonsense Word Fluency

Ethan R. Van Norman, David A. Klingbeil, Kirsten Truman [...]

Remedial and Special Education

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Research article

First published 2014-11

Understanding Unresponsiveness to Tier 2 Reading Intervention

Jessica R. Toste, Donald L. Compton, Douglas Fuchs [...]

Learning Disability Quarterly

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Research article

First published 2021-8

Effects of Teacher- Versus Application-Delivered Instruction on the Expressive Vocabulary of At-Risk Preschool Children

Lindsay R. Dennis, Kelly J. Whalon

Remedial and Special Education

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