academic achievement gaps
Category=JNS
Category=JNU
Category=YPCA2
Clue Words
comprehension instruction methods
Control Group Parameters
early childhood pedagogy
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
evidence-based reading practices for disabilities
Experiencing Reading Difficulties
Explicit Vocabulary Instruction
Expository Text
EXPOSITORY TEXT STRUCTURE
General Teaching Efficacy
Higher Receptive Vocabulary
IQ Achievement Discrepancy
literacy development disabilities
Low Receptive Vocabulary
Lower Initial Vocabularies
Personal Teaching Efficacy
Phonemic Segmentation Fluency
Phonological Awareness
PPVT Score
Professional Development
reading intervention strategies
Shared Book Reading Activities
Shared Storybook Reading
special education research
Storybook Intervention
Storybook Reading
Target Paragraphs
Text Structure
Trade Book Reading
Vocabulary Instruction
Product details
- ISBN 9780805895322
- Weight: 120g
- Dimensions: 152 x 229mm
- Publication Date: 07 Dec 2004
- Publisher: Taylor & Francis Inc
- Publication City/Country: US
- Product Form: Paperback
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First Published in 2004. The No Child Left Behind legislation signed into law in January 2002 provides guidelines for educational reform and accountability for all student learning. This legislation includes students with disabilities in all of its mandates including Reading First, state-wide assessments, and annual progress reports. Based on the belief that research from the special education community provides an excellent resource of scientifically based reading research that can influence instruction for students with disabilities as well as other students at risk for reading difficulties. This special issue features the work of four researchers and their teams who have contributed to the excellent research base on reading practices for students with disabilities and those at risk for reading difficulties.
Guest Editors: Sharon Vaughn, Joanna P. WIlliams
