Exceptional children

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  Año 2017, Vol. 84, Número 1

  • Findings across practitioner training studies in special education: A comprehensive review and meta-analysis

    Matthew E. Brock, Helen I. Cannella-Malone, Rachel L. Seaman, Natalie R. Andzik, John M. Schaefer, E. Justin Page, Mary A. Barczak, Scott A. Dueker

    • Resumen

    págs. 7-26

    

  • Cross-cohort evidence of disparities in service receipt for speech or language impairments

    Paul L. Morgan, George Farkas, Marianne M Hillemeier, Hui Li, Wik Hung Pun, Michael Cook

    • Resumen

    págs. 27-41

    

  • Curriculum-based measurement of reading growth: Weekly versus intermittent progress monitoring

    Joseph R. Jenkins, Margaret Schulze, Allison Marti, Allen G. Harbaugh

    • Resumen

    págs. 42-54

    

  • Effects of emergent literacy interventions for preschoolers with Autism Spectrum Disorder

    Roxanne F. Hudson, Elizabeth A. Sanders, Rosanne Greenway, Sharon Xie, Maya Smith, Colin Gasamis, Jay Martini, Ilene Schwartz, Jacob Hackett

    • Resumen

    págs. 55-75

    

  • Using an ever–english learner framework to examine disproportionality in special education

    Ilana M. Umansky, Karen Thompson, Guadalupe Díaz

    • Resumen

    págs. 76-96

    

  • Elementary students’ use of dialect and reading achievement: Examining students with disabilities

    Brandy Gatlin, Jeanne Wanzek

    • Resumen

    págs. 97-115