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Efficacy of an evidence-based literacy preparation program for young children beginning school
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Evaluation of a two-phase experimental study of a small group ("MultiLit") reading intervention for older low-progress readers
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Why poor children are more likely to become poor readers : the early years
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Evaluation of a two-phase implementation of a tier-2 (small group) reading intervention for young low-progress readers
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A randomised control trial of a Tier-2 small-group intervention ('MiniLit') for young struggling readers
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6 |
A Randomised control trial of a MultiLit small group intervention for older low-progress readers
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8 |
Acquisition of Malay word recognition skills : lessons from low-progress early readers
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11 |
Building the WARL : the development of the Wheldall Assessment of Reading Lists, a curriculum-based measure designed to identify young struggling readers and monitor their progress
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12 |
An examination of the simple view of reading among beginning readers in Malay
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14 |
A review of the simple view of reading: Decoding and linguistic comprehension skills of low-progress readers
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15 |
Refractory effects on auditory evoked responses in children with reading disorder
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16 |
Recent research on troublesome classroom behaviour : a review
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17 |
The importance of phonological processing skills for older low-progress readers
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18 |
Identifying low-progress readers : comparing teacher judgment with a curriculum-based measurement procedure
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19 |
Effects of identification technique, extraction method and stimulus type on mismatch negativity in adults and children
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20 |
Is the PhAB really fab? The Utility of the phonological assessment battery in predicting gains made by older low-progress readers following two terms of intensive literacy instruction
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