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Examining the Effect of an Overt Transition Intervention on the Reading Development of At-Risk English-Language Learners in First Grade

机译：研究明显的过渡干预对一年级风险英语学习者阅读发展的影响

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xiii, 171 p. : ill.

机译：xiii，171羽：生病。

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Burns Darci A. 1967-;
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年度 2011
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正文语种 en_US
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1. A written language intervention for at-risk second grade students: a randomized controlled trial of the process assessment of the learner lesson plans in a tier 2 response-to-intervention (RtI) model [J] . Stephen R. Hooper, Lara-Jeane C. Costa, Matthew McBee, Annals of Dyslexia . 2013,第1期

机译：针对处于危险中的二年级学生的书面语言干预：在第2层回应干预（RtI）模型中对学习者课程计划过程评估的随机对照试验
2. Preventative Reading Interventions Teaching Direct Mapping of Graphemes in Texts and Set-for-Variabiiity Aid At-Risk Learners [J] . Savage Robert, Georgiou George, Parrila Rauno, Scientific studies of reading . 2018,第3期

机译：预防性阅读干预，教课本中字素的直接映射和可变性辅助风险学习者
3. Cross-linguistic universals in reading acquisition with applications to English-language learners with reading disabilities. [J] . Gorman BK Seminars in speech and language . 2009,第4期

机译：阅读习得中的跨语言通用性，适用于有阅读障碍的英语学习者。
4. One Big Digital Family: Examining Social Media and Social Support in the Development of Youth "At-Risk" [C] . Jennifer Pierre ACM Conference on Human Factors in Computing Systems . 2018

机译：一个大型数字家庭：在青年“风险”发展中，审查社会媒体和社会支持
5. Examining the effect of an overt transition intervention on the reading development of at-risk English-language learners in first grade. [D] . Burns, Darci A. 2011

机译：研究公开过渡干预对一年级高风险英语学习者阅读能力的影响。
6. Examining the Role of Imageability and Regularity in Word Reading Accuracy and Learning Efficiency Among First and Second Graders At-Risk for Reading Disabilities [O] . Laura M. Steacy, Donald L. Compton -1

机译：检查可成像性和规律性在一年级和二年级学生阅读障碍风险中的单词阅读准确性和学习效率中的作用
7. The Effect of a Comprehensive English Language/Literacy Intervention in Bilingual Classrooms on the Development of English Reading Fluency for English-Language Learners, Grades 2-3 [O] . Trevino Elizabeth Pauline 1978- 2013

机译：双语课堂中全面的英语/扫盲干预对2-3年级英语学习者英语阅读流利度发展的影响

Examining the Effect of an Overt Transition Intervention on the Reading Development of At-Risk English-Language Learners in First Grade

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