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# Title Authors Year Research areas
Results 351 - 375 of 402
351 Education as Experimentation: A Planned Variation Model. Volume IV-D. Part I: A Longitudinal Study of Follow Through. Part II: A Study of Academic Risk Ferb, T. E.; Larson, J. C.; Napior, D.; Mingolla, E.; Frey, P. E.; Nelson, B. 1977 Project Follow Through
352 Comparison of reading programs for children with low levels of reading readiness Summerell, S.; Brannigan, G. 1977 Project Follow Through
353 Phonics versus look-say: Transfer to new words Carnine, D. 1977 Project Follow Through
354 Education as experimentation: A planned variation model. Volume IV-B Effects of Follow Through Models Bock, G.; Stebbins, L. B.; Proper, E. C. 1977 Project Follow Through
355 Teaching reading and language to the disadvantaged: What we have learned from research Becker, W. 1977 Project Follow Through
356 Education as experimentation: A planned variation model (Vols. 3A-3B) Stebbins, L.; St. Pierre, R.; Proper, E.; Anderson, R.; Cerva, T. 1976 Project Follow Through
357 A comparative study of the effectiveness of DISTAR and eclectic reading methods for inner-city children Ogletree, E. J. 1976 Project Follow Through
358 Comparison of achievement for DISTAR and conventional instruction with primary pupils Kaufman, M. 1976 Project Follow Through
359 Analysis of achievement data on six cohorts of low-income children from 20 school districts in the University of Oregon Direct Instruction Follow Through model Becker, W.; Engelmann, S. 1976 Project Follow Through
360 Language Training for TMR Children: Third-Year Results and Comparison with First Two Years: The Peabody, Distar and ITPA Programs Proger, B.; Leiss, R. 1976 Project Follow Through
361 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
362 Placement in Regular Programs: Procedures and Results Haring, N.; Krug, D. 1975 Project Follow Through
363 Mathematics achievement between first-grade students using developing mathematical processes and DISTAR Arithmetic mathematics instruction Y., Adamson G. 1975 Project Follow Through
364 Four Preschool Programs: Their Dimensions and Effects Miller, L. B.; Dyer, J. L. 1975 Project Follow Through
365 Evaluation of a program of systematic instructional procedures for extremely poor retarded children Haring, N.; Krug, D. 1975 Project Follow Through
366 The effects of a direct phonic approach in teaching reading with six moderately retarded children: Acquisition and mastery learning stages Bracey, S.; Maggs, A.; Morath, P. 1975 Project Follow Through
367 DISTAR language and reading programs: Effects upon SESAT scores Luna, E. 1974 Project Follow Through
368 Concept learning through direct verbal instruction in the moderately mentally retarded Maggs, A. 1974 Project Follow Through
369 Effects of a structured pedagogy on children’s language Schwartz, J.; Chapline, E. B.; Polk, V. E. 1974 Project Follow Through
370 Language instruction, background, and development of disadvantaged kindergarten children Sassenrath, J. M.; Maddux, R. E. 1974 Project Follow Through
371 An evaluation of the ESEA Title I and State Urban Programs: Community School District, New York City Board of Education. Final report Griffith, A. 1974 Project Follow Through
372 The effect of the DISTAR instructional system: An evaluation of the 1973-1974 Title I program of Winthrop, Massachusetts Kaufman, M. 1974 Project Follow Through
373 The DISTAR Reading and Language Program: Study of its effectiveness as a method for the initial teaching of reading McCabe, T.A. 1974 Project Follow Through
374 A study of comparison of two reading programs (Ginn 360 and DISTAR) upon primary inner city students Grant, E. M. 1973 Project Follow Through
375 The effect of the DISTAR instructional system: An evaluation of the 1972-1973 Title I program of Winthrop, Massachusetts Kaufman, M. 1973 Project Follow Through

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