Área de conocimientoPeriodo de publicación recogido
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Carla Wood, Rachel Hoge, Christopher Schatschneider, Anny Castilla-Earls
International journal of bilingual education and bilingualism, ISSN 1367-0050, Vol. 24, Nº. 8, 2021, págs. 1178-1192
Jamie M. Quinn, Richard K. Wagner, Yaacov Petscher, Greg Roberts, Andrew J Menzel, Christopher Schatschneider
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 112, Nº. 3, 2020, págs. 608-627
Exploring the Co-Development of Reading Fluency and Reading Comprehension: A Twin Study
Callie W. Little, Sara A. Hart, Jamie M. Quinn, Elliot M. Tucker Drob, Jeanette Taylor, Christopher Schatschneider
Child development, ISSN 0009-3920, Vol. 88, Nº. 3, 2017, págs. 934-945
Jeanne Wanzek, Yaacov Petscher, Stephanie Al Otaiba, Brenna K. Rivas, Francesca G. Jones, Shawn C. Kent, Christopher Schatschneider, Paras D. Mehta
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 109, Nº. 8, 2017, págs. 1103-1119
Expanding the developmental models of writing: a direct and indirect effects model of developmental writing (DIEW).
Young-Suk Grace Kim, Christopher Schatschneider
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 109, Nº. 1, 2017, págs. 35-50
To wait in tier 1 or intervene immediately: A randomized experiment examining first-grade response to intervention in reading
Stephanie Al Otaiba, Carol Connor, Jessica S. Folsom, Jeanne Wanzek, Luana Greulich, Christopher Schatschneider, Richard K. Wagner
Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 81, Nº. 1, 2014, págs. 11-27
Intensive reading remediation in grade 2 or 3: Are there effects a decade later?
Benita A. Blachman, Christopher Schatschneider, Jack v Fletcher, Maria S. Murray, Kristen A. Munger, Michael G. Vaughn
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 106, Nº. 1, 2014, págs. 46-57
Reading Development in Young Children: Genetic and Environmental Influences
Jessica A. R. Logan, Sara A. Hart, Laurie Cutting, Kirby Deater-Deckard, Christopher Schatschneider, Stephen Petrill
Child development, ISSN 0009-3920, Vol. 84, Nº. 6, 2013, págs. 2131-2144
Effects of first-grade number knowledge tutoring with contrasting forms of practice
Lynn S. Fuchs, David C. Geary, Donald L. Compton, Douglas Fuchs, Christopher Schatschneider, Carol L. Hamlett, Jacqueline DeSelms, Pamela M. Seethaler, Julie Wilson, Caitlin F. Craddock, Joan D. Bryant, Kurstin Luther, Paul Changas
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 105, Nº. 1, 2013, págs. 58-77
Effects of a tier 2 supplemental reading intervention for at-risk fourth-grade students
Kristen D. Ritchey, Rebecca Silverman, Elizabeth Montanaro, Deborah L. Speece, Christopher Schatschneider
Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 78, Nº. 3, 2012, págs. 318-334
Peer Effects in Preschool Classrooms: Is Children’s Language Growth Associated With Their Classmates’ Skills?
Laura M. Justice, Yaacov Petscher, Christopher Schatschneider, Andrew J. Mashburn
Child development, ISSN 0009-3920, Vol. 82, Nº. 6, 2011, págs. 1768-1777
Predicting first-grade reading performance from kindergarten response to tier 1 instruction
Stephanie Al Otaiba, Jessica S. Folsom, Christopher Schatschneider, Jeanne Wanzek, Luana Greulich, Jane Meadows, Zhi Li, Carol Connor
Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 77, Nº. 4, 2011, págs. 453-470
Does growth rate in oral reading fluency matter in predicting reading comprehension achievement?
Young-Suk Kim, Yaacov Petscher, Christopher Schatschneider, Barbara R. Foorman
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 102, Nº. 3, 2010, págs. 652-667
Individualizing Student Instruction Precisely: Effects of Child × Instruction Interactions on First Graders’ Literacy Development
Carol McDonald Connor, Shayne B. Piasta, Barry J. Fishman, Stephanie Glasney, Christopher Schatschneider, Elizabeth C. Crowe, Phyllis Underwood, Frederick J Morrison
Child development, ISSN 0009-3920, Vol. 80, Nº. 1, 2009, págs. 77-100
Effects of small-group tutoring with and without validated classroom instruction on at-risk students' math problem solving: Are two tiers of prevention better than one?
Lynn S. Fuchs, Douglas Fuchs, Caitlin F. Craddock, Kurstin N. Hollenbeck, Carol L. Hamlett, Christopher Schatschneider
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 100, Nº. 3, 2008, págs. 491-509
Lynn S. Fuchs, Douglas Fuchs, Donald L. Compton, Sarah R. Powell, Pamela M. Seethaler, Andrea M. Capizzi, Christopher Schatschneider, Jack M. Fletcher
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 98, Nº. 1, 2006, págs. 29-43
Stephen A. Petrill, Kirby Deater-Deckard, Lee Anne Thompson, Laura S. DeThorne, Christopher Schatschneider
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 98, Nº. 1, 2006, págs. 112-121
Effects of Intensive Reading Remediation for Second and Third Graders and a 1-Year Follow-Up
Benita A. Blachman, David J. Francis, Christopher Schatschneider, Bennett A. Shaywitz, Jack M. Fletcher, Sheila M. Clonan, Sally E. Shaywitz
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 96, Nº. 3, 2004, págs. 444-461
Kindergarten Prediction of Reading Skills: A Longitudinal Comparative Analysis
Christopher Schatschneider, Coleen D. Carlson, Jack M. Fletcher, Barbara R. Foorman, David J. Francis
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 96, Nº. 2, 2004, págs. 265-282
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