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Retricted access

Research article

First published 2017-5

Reading Big Words: Instructional Practices to Promote Multisyllabic Word Reading Fluency

Jessica R. Toste, Kelly J. Williams, Philip Capin

Intervention in School and Clinic

Open access

Research article

First published 2022-7

Word Instruction Techniques in Saudi EFL Classrooms: Their Use and Perceived Usefulness by Teachers

Sultan Alhatmi

Sage Open

Retricted access

Research article

First published 2017-11

Effective Word Reading Instruction: What Does the Evidence Tell Us?

Victoria S. Henbest, Kenn Apel

Communication Disorders Quarterly

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Research article

First published 2022-9

Integrating Word-Meaning Instruction Within Word-Reading Instruction

Christy R. Austin, Alexis N. Boucher

Intervention in School and Clinic

Retricted access

Research article

First published 2015-5

Cognitive Strategy Instruction for Teaching Word Problems to Primary-Level Struggling Students

Kathleen Hughes Pfannenstiel, Diane Pedrotty Bryant, Brian R. Bryant [...]

Intervention in School and Clinic

Open access

Research article

First published 2025-5

What’s in a Word? Analyzing Students’ Oral Reading Fluency to Inform Instructional Decision-Making

Jessica R. Toste, Sally K. Fluhler, Emily A. Farris [...]

Intervention in School and Clinic

Retricted access

Research article

First published 2025

Sequence makes a difference: Effects of differential blended instructions on English word stress identification by Chinese teenager learners

Yijie Zhou, Yiwen Tang, Jiaqiang Zhu [...]

Language Teaching Research

Retricted access

Research article

First published 1999-05

Word Recognition Instruction

David J. Chard, Jean Osborn

Intervention in School and Clinic

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Review article

First published 2021-12

A Meta-Analysis of Single-Case Research on Word-Problem Instruction for Students With Learning Disabilities

Mikyung Shin, Diane P. Bryant, Sarah R. Powell [...]

Remedial and Special Education

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Research article

First published 2013-5

Effects of Computer-Mediated Versus Teacher-Mediated Instruction on the Mathematical Word Problem-Solving Performance of Third-Grade Students With Mathematical Difficulties

Jayne M. Leh, Asha K. Jitendra

Learning Disability Quarterly

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