受强制性开放获取政策约束的文章 - Patricia F Vadasy了解详情
无法在其他位置公开访问的文章：4 篇
Two-year follow-up of a kindergarten phonics intervention for English learners and native English speakers: Contextualizing treatment impacts by classroom literacy instruction.
PF Vadasy, EA Sanders
Journal of Educational Psychology 104 (4), 987, 2012
强制性开放获取政策： US Institute of Education Sciences
Efficacy of rich vocabulary instruction in fourth-and fifth-grade classrooms
PF Vadasy, EA Sanders, B Logan Herrera
Journal of Research on Educational Effectiveness 8 (3), 325-365, 2015
强制性开放获取政策： US Institute of Education Sciences
Two-year follow-up of a code-oriented intervention for lower-skilled first-graders: The influence of language status and word reading skills on third-grade literacy outcomes
PF Vadasy, EA Sanders
Reading and Writing 26, 821-843, 2013
强制性开放获取政策： US Institute of Education Sciences
Longer term effects of a tier 2 kindergarten vocabulary intervention for English learners
PF Vadasy, JR Nelson, EA Sanders
Remedial and Special Education 34 (2), 91-101, 2013
强制性开放获取政策： US Institute of Education Sciences
可在其他位置公开访问的文章：11 篇
Effectiveness of supplemental kindergarten vocabulary instruction for English learners: A randomized study of immediate and longer-term effects of two approaches
PF Vadasy, EA Sanders, JR Nelson
Journal of Research on Educational Effectiveness 8 (4), 490-529, 2015
强制性开放获取政策： US Institute of Education Sciences
Preschoolers’ alphabet learning: Letter name and sound instruction, cognitive processes, and English proficiency
TA Roberts, PF Vadasy, EA Sanders
Early Childhood Research Quarterly 44, 257-274, 2018
强制性开放获取政策： US Institute of Education Sciences, US Department of Education
Introducing grapheme-phoneme correspondences (GPCs): Exploring rate and complexity in phonics instruction for kindergarteners with limited literacy skills
PF Vadasy, EA Sanders
Reading and Writing 34, 109-138, 2021
强制性开放获取政策： US Institute of Education Sciences, US Department of Education
Preschool instruction in letter names and sounds: Does contextualized or decontextualized instruction matter?
TA Roberts, PF Vadasy, EA Sanders
Reading research quarterly 55 (4), 573-600, 2020
强制性开放获取政策： US Institute of Education Sciences
Preschoolers’ alphabet learning: Cognitive, teaching sequence, and English proficiency influences
TA Roberts, PF Vadasy, EA Sanders
Reading Research Quarterly 54 (3), 413-437, 2019
强制性开放获取政策： US Institute of Education Sciences, US Department of Education
Incremental learning of difficult words in story contexts: The role of spelling and pronouncing new vocabulary
PF Vadasy, EA Sanders
Reading and Writing 28, 371-394, 2015
强制性开放获取政策： US Institute of Education Sciences
Attention to orthographic and phonological word forms in vocabulary instruction for kindergarten English learners
PF Vadasy, EA Sanders
Reading Psychology 37 (6), 833-866, 2016
强制性开放获取政策： US Institute of Education Sciences
Introducing phonics to learners who struggle: content and embedded cognitive elements
PF Vadasy, EA Sanders
Reading and Writing 34 (8), 2059-2080, 2021
强制性开放获取政策： US Institute of Education Sciences, US Department of Education
Cognitive flexibility in beginning decoding and encoding
PF Vadasy, EA Sanders, KB Cartwright
Journal of Education for Students Placed at Risk (JESPAR) 28 (4), 412-438, 2023
强制性开放获取政策： US Institute of Education Sciences, US Department of Education
Evaluating the efficacy of an English language development program for middle school English learners
EA Chaparro, K Smolkowski, B Gunn, C Dennis, P Vadasy
Journal of Education for Students Placed at Risk (JESPAR) 27 (4), 322-352, 2022
强制性开放获取政策： US Institute of Education Sciences
Cognitive flexibility+ phonics intervention effects on reading gains
PF Vadasy, EA Sanders
Reading Psychology 44 (5), 514-542, 2023
强制性开放获取政策： US Institute of Education Sciences, US Department of Education
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