LDR | | 00000nam u2200205 4500 |
001 | | 000000434116 |
005 | | 20200226141127 |
008 | | 200131s2019 ||||||||||||||||| ||eng d |
020 | |
▼a 9781088316979 |
035 | |
▼a (MiAaPQ)AAI13811568 |
040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 247004 |
082 | 0 |
▼a 372 |
100 | 1 |
▼a Hendricks, Emma Lu. |
245 | 10 |
▼a Predicting Poor Readers' Response to a Multi-Component Reading Comprehension Intervention. |
260 | |
▼a [S.l.]:
▼b Vanderbilt University.,
▼c 2019. |
260 | 1 |
▼a Ann Arbor:
▼b ProQuest Dissertations & Theses,
▼c 2019. |
300 | |
▼a 58 p. |
500 | |
▼a Source: Dissertations Abstracts International, Volume: 81-04, Section: A. |
500 | |
▼a Advisor: Fuchs, Douglas. |
502 | 1 |
▼a Thesis (Ph.D.)--Vanderbilt University, 2019. |
506 | |
▼a This item must not be sold to any third party vendors. |
520 | |
▼a This study's primary purpose was to identify predictors of response to a multi-component reading comprehension intervention in a sample of poor readers in grades 4-5. Additional study aims were to explore (a) the utility of various methods (e.g., "growth" versus "final status") and measures (e.g., "near-transfer" versus "far-transfer") in operationalizing response |
590 | |
▼a School code: 0242. |
650 | 4 |
▼a Special education. |
650 | 4 |
▼a Reading instruction. |
690 | |
▼a 0529 |
690 | |
▼a 0535 |
710 | 20 |
▼a Vanderbilt University.
▼b Special Education. |
773 | 0 |
▼t Dissertations Abstracts International
▼g 81-04A. |
773 | |
▼t Dissertation Abstract International |
790 | |
▼a 0242 |
791 | |
▼a Ph.D. |
792 | |
▼a 2019 |
793 | |
▼a English |
856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T15490705
▼n KERIS
▼z 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
980 | |
▼a 202002
▼f 2020 |
990 | |
▼a ***1816162 |
991 | |
▼a E-BOOK |