Now showing items 1-4 of 4
The relative effects of group size on reading progress of older students with reading difficulties
(Reading and Writing, 2010-09)
This study reports findings on the relative effects from a yearlong secondary intervention contrasting large-group, small-group, and school-provided interventions emphasizing word study, vocabulary development, fluency, ...
The cerebellum in children with spina bifida and Chiari II malformation: Quantitative volumetrics by region
(The Cerebellum, 2010-06)
Few volumetric MRI studies of the entire cerebellum have been published; even less quantitative information is available in patients with hindbrain malformations, including the Chiari II malformation which is ubiquitous ...
A test of the cerebellar hypothesis of dyslexia in adequate and inadequate responders to reading intervention
(Journal of the International Neuropsychological Society, 2010-03)
The cerebellar hypothesis of dyslexia posits that cerebellar deficits are associated with reading disabilities and may explain why some individuals with reading disabilities fail to respond to reading interventions. We ...
The effects of strategic counting instruction, with and without deliberate practice, on number combination skill among students with mathematics difficulties
(Learning and Individual Differences, 2010-04)
The primary purpose of this study was to assess the effects of strategic counting instruction, with and without deliberate practice with those counting strategies, on number combination (NC) skill among students with ...