Paul T. Cirino

• Artículos de revistas (13)

• Artículos de revistas

  • Latent profiles as predictors of response to instruction for students with reading difficulties

    Paulina A. Kulesz, Garrett J. Roberts, David J. Francis, Paul T. Cirino, Martin Walczak, Sharon Vaughn

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 116, Nº. 3, 2024, págs. 363-376

    • Resumen
    

  • Characterization of English and Spanish language proficiency among middle school English learners with reading difficulties

    Kelly T. Macdonald, David J. Francis, Arturo E. Hernandez, Anny Patricia Castilla Earls, Paul T. Cirino

    Bilingualism: Language and cognition, ISSN 1366-7289, Vol. 25, Nº 5, 2022, págs. 899-912

    • Resumen
    

  • Child-level predictors of responsiveness to evidence-based mathematics intervention

    Sarah R. Powell, Paul T. Cirino, Amelia S. Malone

    Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 83, Nº. 4, 2017, págs. 359-377

    • Resumen
    

  • Do processing patterns of strengths and weaknesses predict differential treatment response?

    Jeremy Miciak, Jacob L. Williams, W. Pat Taylor, Paul T. Cirino, Jack M. Fletcher, Sharon Vaughn

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 108, Nº. 6, 2016, págs. 898-909

    

  • Effects of a multitier support system on calculation, word problem, and prealgebraic performance among at-risk learners

    Sarah R. Powell, Lynn S. Fuchs, Paul T. Cirino, Douglas Fuchs, Donald L. Compton, Paul Changas

    Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 81, Nº. 4, 2015, págs. 443-470

    • Resumen
    

  • Does calculation or word-problem instruction provide a stronger route to prealgebraic knowledge?

    Lynn S. Fuchs, Sarah R. Powell, Paul T. Cirino, Robin F. Schumacher, Sarah Marrin, Carol L. Hamlett, Douglas Fuchs, Donald L. Compton, Paul Changas

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 106, Nº. 4, 2014, págs. 990-1006

    • Resumen
    

  • Improving at-risk learners’ understanding of fractions

    Lynn S. Fuchs, Robin F. Schumacher, Jessica Long, Jessica M. Namkung, Carol L. Hamlett, Paul T. Cirino, Nancy C. Jordan, Robert S. Siegler, Russell Gersten, Paul Changas

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 105, Nº. 3, 2013, págs. 683-700

    • Resumen
    

  • Predicting development of mathematical word problem solving across the intermediate grades

    Tammy D. Tolar, Lynn S. Fuchs, Paul T. Cirino, Douglas Fuchs, Carol L. Hamlett, Jack M. Fletcher

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 104, Nº. 4, 2012, págs. 1083-1093

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  • Effects of individualized and standardized interventions on middle school students with reading disabilities

    Sharon Vaughn, Jade Wexler, Greg Roberts, Amy E. Barth, Paul T. Cirino, Melissa A. Romain, David J. Francis, Jack M. Fletcher, Carolyn A. Denton

    Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 77, Nº. 4, 2011, págs. 391-407

    • Resumen
    

  • A Framework for remediating number combination deficits

    Lynn S. Fuchs, Sarah R. Powell, Pamela M. Seethaler, Douglas Fuchs, Carol L. Hamlett, Paul T. Cirino, Jack M. Fletcher

    Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 76, Nº. 2, 2010, págs. 135-156

    • Resumen
    

  • Pictures and words: spanish and english vocabulary in classrooms

    Lee Branum-Martin, Paras D. Mehta, David J. Francis, Barbara R. Foorman, Paul T. Cirino, Jon F. Miller, Aquiles Iglesias

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 101, Nº. 4, 2009, págs. 897-911

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  • Remediating number combination and word problem deficits among students with mathematics difficulties: A randomized control trial

    Lynn S. Fuchs, Sarah R. Powell, Pamela M. Seethaler, Paul T. Cirino, Jack M. Fletcher, Douglas Fuchs, Carol L. Hamlett, Rebecca O. Zumeta

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 101, Nº. 3, 2009, págs. 561-576

    • Resumen
    

  • A response to recent reanalyses of the National Reading Panel report: Effects of systematic phonics instruction are practically significant

    Karla K. Stuebing, Amy E. Barth, Paul T. Cirino, David J. Francis, Jack M. Fletcher

    Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 100, Nº. 1, 2008, págs. 123-134

    • Resumen
    

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