A Quasiexperimental Evaluation of Two Versions of First-Grade PALS: One With and One Without Repeated Reading
Douglas Fuchs, Eunsoo Cho, Jessica R. Toste, Lynn S. Fuchs, Jennifer K. Gilbert, Kristen L. McMaster, Ebba Svenson, Anneke Thompson
págs. 141-162
Addressing Challenging Mathematics Standards With At-Risk Learners: A Randomized Controlled Trial on the Effects of Fractions Intervention at Third Grade
Lynn S. Fuchs, Amber Y. Wang, Kristopher J. Preacher, Amelia S. Malone, Douglas Fuchs, Rachel Pachmayr
págs. 163-182
Efficacy Validation of the Revised First Step Program: A Randomized Controlled Trial
Edward G. Feil, Hill M. Walker, Andy Frey, John R. Seeley, Jason W. Small, Annemieke Golly, Jon S. Lee, Steve R. Forness
págs. 183-198
Preschool Suspension and Expulsion for Young Children With Disabilities
Songtian Zeng, Brittany Pereira, Anne Larson, Catherine P. Corr, Courtney O’Grady, Angie Stone-Macdonald
págs. 199-216
págs. 217-235
págs. 236-257
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