| Effects of Data-Based Individualization for Students with Intensive Learning Needs: A Meta-Analysis |
16 |
| Using Single-Case Research Designs to Examine the Effects of Interventions in Special Education |
6 |
| Video Modeling and Explicit Instruction: A Comparison of Strategies for Teaching Mathematics to Students with Learning Disabilities |
5 |
| Examining IEPs of English Learners with Learning Disabilities for Cultural and Linguistic Responsiveness |
5 |
| Envisioning an Improved Continuum of Special Education Services for Students with Learning Disabilities: Considering Intervention Intensity |
5 |
| Evaluating a Multidimensional Reading Comprehension Program and Reconsidering the Lowly Reputation of Tests of Near-Transfer |
5 |
| The Effects of One versus Two Years of Intensive Reading Intervention Implemented with Late Elementary Struggling Readers |
5 |
| Fostering Self-Regulation of Students with Learning Disabilities: Insights from 30 Years of Reading Comprehension Intervention Research |
4 |
| Teaching Multistep Equations with Virtual Manipulatives to Secondary Students with Learning Disabilities |
4 |
| Text Writing within Simple Sentences: A Writing Fluency Intervention for Students with High-Incidence Disabilities |
3 |
| A Systematic Analysis of Experimental Studies Targeting Fractions for Students with Mathematics Difficulties |
3 |
| Group-Difference Effect Sizes: Gauging the Practical Importance of Findings from Group-Experimental Research |
3 |
| Review of Single Subject Research Examining the Effectiveness of Interventions for At-Risk English Learners |
3 |
| Historical Literacy Research for Students with and at Risk for Learning Disabilities: A Systematic Review |
3 |
| Intensive Intervention for Students with Emotional and Behavioral Disorders |
3 |
| Accuracy of Area Model and Number Line Representations of Fractions for Students with Learning Disabilities |
2 |
| I'm Not Throwing Away My Shot: What Alexander Hamilton Can Tell Us about Standard Reading Interventions |
2 |
| Using the Number Line to Promote Understanding of Fractions for Struggling Fifth Graders: A Formative Pilot Study |
2 |
| The Effects of Self- and Peer-Monitoring in Social Studies Performance of Students with Learning Disabilities and Low Achieving Students |
2 |
| Making Sense of Single-Case Design Effect Sizes |
2 |
| Paraphrasing Interventions and Problem-Solving Accuracy: Do Generative Procedures Help English Language Learners with Math Difficulties? |
2 |
| The Erosion of FAPE for Students with LD |
2 |
| Assessing General Education and Special Education Majors' Self-Efficacy for Teaching Reading |
2 |
| Factors that May Influence Treatment Effects: Helping Practitioners Select Early Numeracy Interventions |
1 |
| Improving Efficiency for Making Screening Decisions: A Statewide Comparison of Early Literacy Curriculum-Based Measurement Tools |
1 |
| Self-Processes of Acceptance, Compassion, and Regulation of Learning in University Students with Learning Disabilities and/or ADHD |
1 |
| Targeted Tuition Delivered by Personal Videoconferencing for Students with Mathematical Learning Difficulties |
1 |
| Implementing MTSS in Beginning Reading: Tools and Systems to Support Schools and Teachers |
1 |
| Piloting a Mathematics-Writing Intervention with Late Elementary Students At-Risk for Learning Difficulties |
1 |
| Effects of Computerized Instruction on the Use of Punctuation Strategies by Students with LD |
1 |
| Relationships among Special Education Teachers' Knowledge, Instructional Practice and Students' Performance in Reading Fluency |
0 |
| Educator-Reported Instructional Characteristics of Grade 1 Reading Interventions within a CBM Assessment System |
0 |
| Upside-Down Response to Intervention: A Quasi-Experimental Study |
0 |
| Decision Rules for Progress Monitoring in Reading: Accuracy during a Large-Scale Tier II Intervention |
0 |
| Examining the Impact and School-Level Predictors of Impact Variability of an 8th Grade Reading Intervention on At-Risk Students' Reading Achievement |
0 |
| From Professional Development to Implementation: A District's Experience Implementing Mathematics Tiered Systems of Support |
0 |
