| 1.- Merging the accountability and scientific research requirements of the No Child Left Behind Act: Using Cohort Control groups |
Stockard, J. |
2011 |
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| 2.- Changes in Reading Achievement at a Florida Elementary School: A Randomized Control Study of Reading Mastery |
Stockard, J. |
2011 |
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| 3.- Research on the Effectiveness of Direct Instruction Programs: An Updated Meta-Analysis |
Coughlin, C. |
2011 |
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| 4.- Fourth Graders’ Growth in Reading Fluency and Comprehension: A Pretest-Posttest Randomized Control Study |
Stockard, J. |
2011 |
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| 5.- Further evidence of the effectiveness of phonological instruction with oral-deaf readers |
Guardino, C., Syverud, S., Joyner, A., Nicols, H., King, S. |
2011 |
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| 6.- Increasing reading skills in rural districts: A case study of three schools |
Jean Stockard |
2011 |
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| 7.- Direct Instruction and First Grade Reading Achievement: The Role of Technical Support and Time of Implementation |
Jean Stockard |
2011 |
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| 8.- Direct Instruction in Africa |
Tamara Bressi, Rob Bressi, Kurt Engelmann, Amy Johnston, Jerry Silbert, Jean Stockard |
2010 |
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| 9.- Promoting reading achievement and countering the "Fourth-Grade Slump": The impact of Direct Instruction on reading achievement in fifth grade |
Jean Stockard |
2010 |
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| 10.- Promoting early literacy of preschool children: A study of the effectiveness of Funnix Beginning Reading |
Jean Stockard |
2010 |
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| 11.- Improving Elementary Level Mathematics Achievement in a Large Urban District: The Effects of Direct Instruction in the Baltimore City Public School System |
Jean Stockard |
2010 |
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| 12.- Academic Kindergarten and Later Academic Success: The Impact of Direct Instruction |
Jean Stockard, Engelmann, K |
2010 |
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| 13.- Examining the core: Relations among reading curricula, poverty, and first through third grade reading achievement |
Crowe, E.C.; Connor, C.M., & Petscher, Y. |
2009 |
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| 14.- The effectiveness of Direct Instruction for teaching language to children with autism spectrum disorder: Identifying materials |
Ganz, J., Flores, M. |
2009 |
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| 15.- Reading Achievement in a Direct Instruction School and a “Three Tier” Curriculum School |
Jean Stockard |
2008 |
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| 16.- Effects of small-group reading instruction and curriculum differences for students most at risk in kindergarten: Two-year results for secondary- and tertiary-level interventions |
Kamps, D., Abbott, M., Greenwood, C., Wills, H., Veerkamp, M., Kaufman, J. |
2008 |
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| 17.- Interventions for reading difficulties: A comparison of response to intervention by ELL and EFL struggling readers |
Lovett, M., Palma, M., Frijters, J., Steinbach, K., Temple, M., Benson, N., Lacerenza, L. |
2008 |
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| 18.- Broadening the institutional value of Direct Instruction Implemented in a low-SES elementary school: Implications for scale-up and school reform |
Vitale, M., Joseph, B. |
2008 |
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| 19.- Effects of a computer based beginning reading program on young children |
Watson, T., Hempenstall, K. |
2008 |
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| 20.- The effect of intensity of spelling instruction for elementary students at risk for school failure |
Shippen, M., Reilly, A., Dunn, C. |
2008 |
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| 21.- The effects of Reading Mastery Plus on the beginning reading skills of students with intellectual and developmental disabilities |
Riepl, J., Marchand-Martella, N., Martella, R. |
2008 |
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| 22.- A multi-state study examining the impact of explicit reading instruction with incarcerated students |
Houchins, D., Jolivette, K., Krezmien, M., Baltodano, H. |
2008 |
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| 23.- The effects of combining repeated reading with Reading Mastery on first graders’ oral reading fluency |
Nanda, A., Fredrick, L. |
2007 |
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| 24.- Use of evidence-based, small group reading instruction for English language learners in elementary grades: Secondary-tier intervention |
Kamps, D., Abbot, M., Greenwood, C., Arreaga-Mayer, C., Wills, H., Longstaff, J., Culpepper, M., Walton, C. |
2007 |
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| 25.- The effects of a Direct Instruction program on the fraction performance of middle school students at-risk for failure in mathematics |
Flores, M., Kaylor, M. |
2007 |
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