You are on the new improved site. You can view the old site in view-only mode here until June 27, 2026

Filter Results

Search all journals

Enter search terms…

Advanced search

/

About

About Sage
About Sage Journals
Privacy Policy
Terms of Use
Contact Us
Help

Information for

Authors
Editors
Librarians
Researchers
Reviewers
Frequently asked questions

Copyright © 2026 by Sage Publications.京ICP备09090397号-11

Search results

Search results page

Articles (37)

Journals (0)

1-10 of 37 results for explicit decoding

Sort by:

Relevance

Select all

Select all

Sort by:

Relevance

Select article: Effects of an Explicit Decoding Plus Frequency Building Intervention on Word Reading Fluency for Students With Disabilities in an Urban Elementary Setting

Retricted access

Research article

First published 2023-11

Effects of an Explicit Decoding Plus Frequency Building Intervention on Word Reading Fluency for Students With Disabilities in an Urban Elementary Setting

James D. Stocker, Richard M. Kubina, Emily R. Crumpler [...]

Learning Disability Quarterly

Select article: Balanced,Strategic Reading Instruction for Upper-Elementary and Middle School Students with Reading Disabilities: A Comparative Study of Two Approaches

Retricted access

Research article

First published 2005-2

Balanced,Strategic Reading Instruction for Upper-Elementary and Middle School Students with Reading Disabilities: A Comparative Study of Two Approaches

Genevieve Manset-Williamson, Jason M. Nelson

Learning Disability Quarterly

Select article: Decoding intervention for young students with mild intellectual disabilities: A single-subject design study

Open access

Research article

First published 2024-12

Decoding intervention for young students with mild intellectual disabilities: A single-subject design study

Linda Fälth, Heidi Selenius, Christina Sand [...]

Journal of Intellectual Disabilities

Select article: The Connection Between Syntactic Awareness and Reading: Evidence from Portuguese-speaking Children Taught by a Phonic Method

Retricted access

Research article

First published 1997-02

The Connection Between Syntactic Awareness and Reading: Evidence from Portuguese-speaking Children Taught by a Phonic Method

Lucia Lins Browne Rego

International Journal of Behavioral Development

Select article: Systematic Instruction in Phoneme-Grapheme Correspondence for Students With Reading Disabilities

Retricted access

Research article

First published 2017-5

Systematic Instruction in Phoneme-Grapheme Correspondence for Students With Reading Disabilities

Gentry A. Earle, Kristin L. Sayeski

Intervention in School and Clinic

Select article: Comparison of the Effects of Two Phonics Training Programs on L2 Word Reading

Retricted access

Research article

First published 2014-2

Comparison of the Effects of Two Phonics Training Programs on L2 Word Reading

Min-Chin Chu, Shu-Hui Chen

Psychological Reports

Select article: Effects of Supplemental Reading Interventions in Authentic Contexts: A Comparison of Kindergarteners' Response

Retricted access

Research article

First published 2011-1

Effects of Supplemental Reading Interventions in Authentic Contexts: A Comparison of Kindergarteners' Response

Deborah C. Simmons, Michael D. Coyne, Shanna Hagan-Burke [...]

Exceptional Children

Select article: The Diagnostic Names Task

Retricted access

Research article

First published 1992-10

The Diagnostic Names Task

Richard Parker, Melissa Hernandez, Jan Hasbrouck

Assessment for Effective Intervention

Select article: Effects of Tutoring in Phonological and Early Reading Skills on Students at Risk for Reading Disabilities

Retricted access

Research article

First published 2000-11

Effects of Tutoring in Phonological and Early Reading Skills on Students at Risk for Reading Disabilities

Patricia F. Vadasy, Joseph R. Jenkins, Kathleen Pool

Journal of Learning Disabilities

Select article: Critical Elements of Classroom and Small–Group Instruction Promote Reading Success in All Children

Retricted access

Research article

First published 2001-11

Critical Elements of Classroom and Small–Group Instruction Promote Reading Success in All Children

Barbara R. Foorman, Joseph Torgesen

Learning Disabilities Research & Practice

1
2
3
4
10 / page

Article type

Publication date

Subjects

Access