Sage Journals: Discover world-class research

Free access

Research article

First published 1971-3

Sequences for Teaching Consonant Clusters

Patrick Groff

Journal of Literacy Research

Retricted access

Research article

First published 2019-3

Teaching Sequences of Pretend Play to Children With Disabilities

Erin E. Barton, Gounah Choi, Evelyn G. Mauldin

Journal of Early Intervention

Retricted access

Research article

First published 2003-01

Using Video Modeling to Teach Complex Play Sequences to a Preschooler with Autism

Patricia D'Ateno, Kathleen Mangiapanello, Bridget A. Taylor

Journal of Positive Behavior Interventions

Free access

Research article

First published 1972-12

A New Sequence for Teaching Lower-Case Letters

Patrick Groff

Journal of Literacy Research

Retricted access

Research article

First published 2022-3

Teaching Division Online to Students via a Virtual Manipulative Instructional Sequence

Emily C. Bouck, Holly Long, Larissa Jakubow

Education and Training in Autism and Developmental Disabilities

Retricted access

Research article

First published 1988-12

Teaching Learning Disabled StudentsPlace Value Using the Concrete toAbstract Sequence

K. Susan, D. Petersoncecil, Mercerlawrence O'Shea

Learning Disabilities Research & Practice

Retricted access

Research article

First published 2010-7

Teaching action sequences after brain injury: a comparison of modelling and moulding techniques

Sally Zlotowitz, Kirsty Fallow, Victoria Illingworth [...]

Clinical Rehabilitation

Retricted access

Research article

First published 2020-6

Teaching Fraction Concepts Using the Concrete-Representational-Abstract Sequence

Margaret M. Flores, Vanessa M. Hinton, Jill M. Meyer

Remedial and Special Education

Retricted access

Research article

First published 2003-5

Fraction Instruction for Students with Mathematics Disabilities: Comparing Two Teaching Sequences

Frances M. Butler, Susan P. Miller, Kevin Crehan [...]

Learning Disabilities Research & Practice

Retricted access

Other

First published 2010-5

Using the Concrete-Representational-Abstract Sequence to Teach Subtraction With Regrouping to Students at Risk for Failure

Margaret M. Flores

Remedial and Special Education

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