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Robust Reading Instruction in the Early Grades: Conceptual and Practical Issues in the Integration and Evaluation of Tier 1 and tier 2 Instructional Supports

机译：早期级别的强大阅读教学：第1层和第2层教学支持的集成和评估中的概念和实际问题

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Scott K. Baker; Hank Fien; Doris Luft Baker;
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年度 2010
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1. READING INSTRUCTION IN TIER 1: BRIDGING THE GAPS BY NESTING EVIDENCE-BASED INTERVENTIONS WITHIN DIFFERENTIATED INSTRUCTION [J] . RUTH E. JONES, NINA YSSEL, CHRISTINA GRANT Psychology in the schools . 2012,第3期

机译：第1层阅读说明：通过差异化教学中基于证据的干预来弥合差距
2. A three-tier model of reading instruction supported by technology [J] . Bette Chambers, Philip Abrami, Robert Slavin, International Journal of Innovation and Learning . 2011,第3期

机译：技术支持的三级阅读指导模型
3. INCREASING THE QUALITY OF TIER 1 READING INSTRUCTION: USING PERFORMANCE FEEDBACK TO INCREASE OPPORTUNITIES TO RESPOND DURING IMPLEMENTATION OF A CORE READING PROGRAM [J] . Cuticelli Mari, Collier-Meek Melissa, Coyne Michael Psychology in the schools . 2016,第1期

机译：提高一级阅读说明的质量：利用性能反馈增加实施核心阅读计划期间应对的机会
4. Comparisons between students' learning achievements of their conventional instruction and the science, technology and social conceptual instructional design on digestion system issue of secondary students at the 10th grade level [C] . Supattra Wichalek, Kanokporn Chayaburakul, Toansakul Santiboon International Conference of Science Educators and Teachers . 2018

机译：学生学习成果与常规教学与科学，技术与社会概念教学设计的比较，在10年级中学生中的消化系统问题
5. Instructional behaviors and student reading outcomes in a scripted Tier 2 intervention for fourth grade struggling readers [D] . Montanaro, Elizabeth Ann. 2012

机译：针对四年级奋斗读者的脚本化方法2干预中的教学行为和学生阅读结果
6. Predicting First Grade Reading Performance from Kindergarten Response to Tier 1 Instruction [O] . Stephanie Al Otaiba, Jessica S. Folsom, Christopher Schatschneider, -1

机译：预测幼儿园响应的一级阅读性能对Tier 1指令
7. Predicting First-Grade Reading Performance from Kindergarten Response to Tier 1 Instruction [O] . Stephanie Al Otaiba, Jessica S. Folsom, Christopher Schatschneider, 2011

机译：预测幼儿园响应的一级阅读性能对Tier 1指令
8. Assisting Students Struggling with Reading: Response to Intervention and Multi-Tier Intervention in the Primary Grades [R] . Gersten, R., Compton, D., Connor, C. M., 2009

机译：协助学生挣扎阅读：对小学一年级干预和多层干预的回应

Robust Reading Instruction in the Early Grades: Conceptual and Practical Issues in the Integration and Evaluation of Tier 1 and tier 2 Instructional Supports

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