Exceptional children

• 

  Año 2019, Vol. 85, Número 2. Dedicado a: Moderation analysis as a method of understanding for whom validated interventions work / coord. por Douglas Fuchs, Lynn S. Fuchs

  • Special issue Introduction

    • On the importance of moderator analysis in intervention research: An introduction to the special issue

      Douglas Fuchs, Lynn S. Fuchs

      págs. 126-128

      

  • Original Research

    • Exploring the relationship between initial mathematics skill and a kindergarten mathematics intervention

      Ben Clarke, Christian Doabler, Keith Smolkowski, Jessica Turtura, Derek B. Kosty, Evageline Kurtz-Nelson, Hank Fien, Scott K. Baker

      • Resumen

      págs. 129-146

      

    • Does the severity of students’ pre-intervention math deficits affect responsiveness to generally effective first-grade intervention?

      Lynn S. Fuchs, Douglas Fuchs, Jennifer K. Gilbert

      • Resumen

      págs. 147-162

      

    • Racing against the vocabulary gap: Matthew effects in early vocabulary instruction and intervention

      Michael D. Coyne, D. Betsy McCoach, Sharon Ware, Christy R. Austin, Susan M. Loftus-Rattan, Doris Luft Baker

      • Resumen

      págs. 163-179

      

    • How initial word reading and language skills affect reading comprehension outcomes for students with reading difficulties

      Sharon Vaughn, Greg Roberts, Philip Capin, Jeremy Miciak, Eunsoo Cho, Jack M. Fletcher

      • Resumen

      págs. 180-196

      

    • Skill moderators of the effects of a reading comprehension intervention

      Nathan H. Clemens, Eric L. Oslund, Oi-man Kwok, Melissa Fogarty, Deborah C. Simmons, John L. Davis

      • Resumen

      págs. 197-211

      

    • Examining the role of pre-instruction academic performance within a text-based approach to improving student content knowledge and understanding

      Jeanne Wanzek, Greg Roberts, Sharon Vaughn, Elizabeth A. Swanson, Katherine Sargent

      • Resumen

      págs. 212-228

      

    • Using moderator analysis to identify the first-grade children who benefit more and less from a reading comprehension program: A step toward aptitude-by-treatment interaction

      Douglas Fuchs, Devin M. Kearns, Lynn S. Fuchs, Amy Elleman, Jennifer K. Gilbert, Samuel Patton, Peng Peng, Donald L. Compton

      • Resumen

      págs. 229-247

      

    • Aptitude-by-treatment interactions in research on educational interventions

      Kristopher J. Preacher, Sonya K. Sterba

      • Resumen

      págs. 248-264