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# Title Authors Year Research areas
Results 151 - 175 of 402
151 Effects of a 15-week Language for Learning implementation with children in an integrated preschool Waldron-Soler, K.; Martella, R.; Marchand-Martella, N.; Tso, M.; Warner, D.; Miller, D. 2002 Project Follow Through
152 Effects of a computer based beginning reading program on young children Watson, T.; Hempenstall, K. 2008 Project Follow Through
153 Effects of a decoding program on a child with Autism Spectrum Disorder Infantino, J.; Hempenstall, K. 2006 Project Follow Through
154 Effects of a high school peer-delivered Corrective Mathematics program Parsons, J.; Marchand-Martella, N.; Waldron-Soler, K.; Martella, R. 2004 Project Follow Through
155 Effects of a Peer-Delivered Corrective Reading Program Harris, R.; Marchand-Martella, N.; Martella, R. 2000 Project Follow Through
156 Effects of a short-term auxiliary reading program on the reading skills of incarcerated youth Malmgren, K.; Leone, P. 2000 Project Follow Through
157 Effects of a structured pedagogy on children’s language Schwartz, J.; Chapline, E. B.; Polk, V. E. 1974 Project Follow Through
158 Effects of a three-tier strategic model of intensifying instruction using a research-based core reading program in grades K-3 Marchand-Martella, N.; Martella, R.; Kolts, R.; Mitchell, D.; Mitchell, C. 2006 Project Follow Through
159 Effects of comprehensive school reform on student achievement and school change: A longitudinal multi-site study Sterbinsky, A.; Ross, S.; Redfield, D. 2006 Project Follow Through
160 Effects of Corrective Reading in a residential treatment facility for adjudicated youth Scarlato, M.; Asahara, E. 2004 Project Follow Through
161 Effects of Corrective Reading on the reading abilities and classroom behaviors of middle school students with reading deficits and challenging behavior Lingo, A. S.; Slaton, D. B.; Jolivette, K. 2006 Project Follow Through
162 Effects of Corrective Reading on the reading abilities and classroom behaviors of middle school students with reading deficits and challenging behavior Lingo, A. S. 2003 Project Follow Through
163 Effects of curriculum alignment versus Direct Instruction of urban children Brent, G.; Diobilda, N. 1993 Project Follow Through
164 Effects of Direct Instruction and basal reading instruction programs on the reading achievement of second graders Ashworth, D. R. 1999 Project Follow Through
165 Effects of Direct Instruction intervention for fraction skills Perkins, V.; Cullinan, D. 1985 Project Follow Through
166 Effects of Direct Instruction on the Acquisition of Prepositions by Students with Intellectual Disabilities Hicks, S. 2011 Project Follow Through
167 Effects of Direct Instruction on the reading comprehension of students with autism and developmental disabilities Flores, M.; Ganz, J. 2009 Project Follow Through
168 Effects of direct verbal instruction on intellectual development of institutionalized moderately retarded children: A 2-year study Maggs, A.; Morath, P. 1976 Project Follow Through
169 Effects of instruction in the Corrective Reading and Voyager Reading programs on the reading skills of students enrolled in a university program Edmondson, C. A. 2004 Project Follow Through
170 Effects of Interactive Story Reading on Concepts about Print and Journal Writing in First-Grade Children Brooks-Hodridge, D. 1995 Project Follow Through
171 Effects of peer-mediated Direct Instruction and repeated reading on the reading skills of incarcerated juveniles with disabilities Yawn, C. D. 2008 Project Follow Through
172 Effects of small-group reading instruction and curriculum differences for students most at risk in kindergarten: Two-year results for secondary- and tertiary-level interventions Kamps, D.; Abbott, M.; Greenwood, C.; Wills, H.; Veerkamp, M.; Kaufman, J. 2008 Project Follow Through
173 Effects of teacher training and coaching on student achievement in the Corrective Reading program at Sussex Central Middle School Esham, L. A. 2001 Project Follow Through
174 Effects of the SRA Corrective Reading program on the reading performance of eighth grade students with learning disabilities Ridout, J. L. 2002 Project Follow Through
175 Effects of two instructional paces on pre-K children’s participation rate, accuracy, and off-task behavior in the Language for Learning program Tincani, M.; Ernsbarger, S.; Harrison, T.; Heward, W. 2005 Project Follow Through

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