Exceptional children

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  Año 2018, Vol. 84, Número 4

  • Evaluating the effects of supplemental reading intervention within an MTSS or RTI reading reform initiative using a regression discontinuity design

    Michael D. Coyne, Ashley Capozzoli-Oldham, Shaun M. Dougherty, Kaitlin Leonard, Taylor Koriakin, Nicholas A. Gage, Darci Burns, Margie Gillis

    • Resumen

    págs. 350-367

    

  • Response to Intervention and Child Find: A Legally Problematic Intersection?

    Perry A. Zirkel

    • Resumen

    págs. 368-383

    

  • Reading comprehension and co-teaching practices in Middle School English Language Arts classrooms

    Jade Wexler, Devin M. Kearns, Christopher J. Lemons, Marisa Mitchell, Erin Clancy, Kimberly A. Davidson, Anne Sinclair, Yan Wei

    • Resumen

    págs. 384-402

    

  • Racial disparities in autism identification in the United States during 2014

    Jason C. Travers, Michael Krezmien

    • Resumen

    págs. 403-419

    

  • Language abilities, phonological awareness, reading skills, and subjective fatigue in school-age children with mild to moderate hearing loss

    Stephen Camarata, Krystal Werfel, Tonia Davis, Benjamin W.Y. Hornsby, Fred H. Bess

    • Resumen

    págs. 420-436

    

  • Classroom management that works: A replication trial of the CW-FIT program

    Howard Wills, Joseph H. Wehby, Paul Caldarella, Debra Kamps, Rebecca Swinburne-Romine

    • Resumen

    págs. 437-456