Introduction |
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1 | (2) |
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WJ III Descriptive And Interpretive Information |
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3 | (44) |
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3 | (1) |
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3 | (12) |
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Woodcock-Johnson III COG: Clusters/Tests Score Form |
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4 | (1) |
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Woodcock-Johnson III ACH: Clusters/Tests Score Form |
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5 | (1) |
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Woodcock-Johnson III COG: Cluster Descriptions and Scores |
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6 | (1) |
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Woodcock-Johnson III ACH: Cluster Descriptions and Scores |
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7 | (1) |
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Bell Curve Cluster/Test Comparison Chart |
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8 | (1) |
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Developmental Band Profile Worksheet---WJ III COG |
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9 | (2) |
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Instructional Zone Profile Worksheet---WJ III ACH |
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11 | (4) |
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Average Grade Placement for Age |
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15 | (1) |
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Score Equivalents and Classification Labels |
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16 | (3) |
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WJ III COG Construct and Content Coverage |
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19 | (1) |
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WJ III ACH Construct and Content Coverage |
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20 | (1) |
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Example Items for the WJ III COG and WJ III ACH |
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21 | (4) |
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Explanation of WJ III Scores, Interpretive Levels, and Discrepancies |
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25 | (5) |
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25 | (1) |
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Task Analysis and Comparisons of Selected Tests |
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25 | (1) |
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26 | (1) |
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26 | (1) |
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26 | (1) |
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26 | (1) |
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26 | (1) |
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Relative Proficiency Index |
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27 | (1) |
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Cognitive-Academic Language Proficiency |
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28 | (1) |
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28 | (1) |
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28 | (1) |
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28 | (1) |
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29 | (1) |
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29 | (1) |
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Standard Error of Measurement |
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29 | (1) |
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29 | (1) |
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Sample Statements for Reporting Scores and Score Discrepancies |
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30 | (5) |
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Score Levels Reported in Combination |
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30 | (1) |
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30 | (1) |
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30 | (1) |
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31 | (2) |
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33 | (2) |
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Test Comparisons and Error Pattern Analysis |
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35 | (12) |
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35 | (1) |
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Task Analysis and Comparisons of Selected Tests from the WJ III COG and WJ III ACH |
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36 | (11) |
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47 | (220) |
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47 | (5) |
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Test Names and Abbreviations |
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52 | (1) |
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53 | (214) |
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267 | (158) |
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267 | (1) |
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CHC Factors: Descriptors, Possible Performance Implications, and Recommendations |
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268 | (4) |
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272 | (4) |
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276 | (1) |
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Visual--Spatial Thinking/Visual Detail |
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277 | (4) |
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281 | (1) |
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Nonverbal Learning Disabilities (NLD) |
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282 | (2) |
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284 | (8) |
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292 | (7) |
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299 | (16) |
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315 | (11) |
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Handwriting/Visual--Motor |
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326 | (9) |
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335 | (7) |
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342 | (11) |
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353 | (20) |
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Knowledge/Content Areas/Study Strategies |
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373 | (4) |
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Homework/Time Management/Organization |
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377 | (5) |
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382 | (4) |
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386 | (11) |
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Behavior Management and Intervention |
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397 | (6) |
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Social Skills/Self-Esteem |
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403 | (5) |
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408 | (12) |
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420 | (5) |
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425 | (85) |
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425 | (1) |
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Addition Fact Memorization: Organizational Structures |
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425 | (1) |
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426 | (2) |
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428 | (1) |
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429 | (1) |
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430 | (1) |
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Behavioral Interventions for the Whole Class |
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431 | (2) |
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433 | (1) |
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Classroom Behavioral Interventions: Issues in Design |
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433 | (1) |
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Classroom Rules: Guidelines |
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434 | (1) |
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435 | (1) |
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436 | (1) |
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Collaborative Strategic Reading |
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437 | (1) |
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Content Area Instruction: Components of Effective Lessons |
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438 | (1) |
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439 | (1) |
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Directed Reading--Thinking Activity |
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440 | (1) |
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Directed Vocabulary Thinking Activity |
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441 | (1) |
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Elkonin Procedure: Adapted |
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441 | (2) |
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Error Monitoring Strategy |
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443 | (1) |
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Fernald Method for Reading |
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444 | (2) |
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Fernald Method for Spelling Instruction |
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446 | (1) |
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Fernald Method for Reading and Spelling: Modified |
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446 | (1) |
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447 | (1) |
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Flow List---Sight Word/Spelling Flow List |
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448 | (1) |
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449 | (1) |
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Glass-Analysis for Decoding Only |
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449 | (1) |
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Glass-Analysis for Spelling |
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450 | (1) |
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451 | (2) |
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453 | (1) |
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Kerrigan's Integrated Method of Teaching Composition |
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453 | (1) |
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454 | (1) |
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Language Experience for Sight Words: Modified |
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455 | (1) |
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Look-Sign-Fingerspell-Write |
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455 | (3) |
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458 | (1) |
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459 | (2) |
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Math Facts---Instructional Sequence |
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461 | (1) |
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Math Problem-Solving Strategy |
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461 | (1) |
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Memory: General Principles for Improvement |
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462 | (1) |
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Multiplication Fact Chart |
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463 | (1) |
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464 | (1) |
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Neurological Impress Method |
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464 | (1) |
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Organization for Effective Instruction |
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465 | (1) |
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Organization of Materials and Assignments |
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466 | (1) |
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467 | (2) |
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469 | (1) |
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PIRATES Test-Taking Strategy |
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470 | (2) |
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472 | (1) |
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473 | (1) |
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473 | (2) |
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475 | (1) |
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476 | (1) |
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476 | (1) |
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Principles of Effective Teaching for Students with Learning Difficulties |
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477 | (1) |
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478 | (1) |
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478 | (1) |
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479 | (1) |
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480 | (1) |
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481 | (1) |
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ReQuest Procedure---Modified |
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481 | (1) |
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482 | (1) |
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Self-Management Strategy for Improving Adolescent Behavior |
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482 | (2) |
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Semantic Feature Analysis: Concepts |
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484 | (1) |
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Semantic Feature Analysis: Vocabulary |
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485 | (1) |
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Semantic Maps: Advance Organizers |
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486 | (1) |
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Semantic Maps: Evaluating/Activating Prior Knowledge |
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486 | (1) |
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Sight Word Association Procedure |
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487 | (1) |
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Six Syllable Structures in English |
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488 | (1) |
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489 | (1) |
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Speed Drills for Reading Fluency and Basic Skills |
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490 | (1) |
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Spelling: General Teaching Principles |
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491 | (1) |
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Spelling Rules: 43 Consistent Generalizations about the English Language |
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492 | (2) |
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SQ3R: Survey, Question, Read, Recite, Review |
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494 | (1) |
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494 | (3) |
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497 | (2) |
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``Sure I Will'' Program: Increasing Compliance |
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499 | (1) |
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499 | (1) |
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500 | (1) |
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500 | (1) |
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501 | (2) |
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503 | (1) |
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Transitions Between Activities |
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504 | (1) |
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504 | (1) |
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Wilson Reading System for Students with Visual Impairments: Adaptation |
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505 | (1) |
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506 | (1) |
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507 | (1) |
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Writing Process with Mapping for Individual Tutoring |
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508 | (2) |
Tests Cited Within the Book |
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510 | (3) |
References |
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513 | |