Addressing Inadequacies of the Observation Survey of Early Literacy Achievement von D'Agostino, Jerome V., Rodgers, Emily, Mauck, Susan

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Oral Reading Accuracy: Findings and Implications From Recent Research von Rodgers, Emily, D'Agostino, Jerome V., Kelly, Robert H., Mikita, Clara

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Examining the Nature of Scaffolding in an Early Literacy Intervention von Rodgers, Emily, D'Agostino, Jerome V., Harmey, Sinéad J., Kelly, Robert H., Brownfield, Katherine

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The effects of HEROES on the achievement levels of beginning readers with individualized education programs von D'Agostino, Jerome V., Rodgers, Emily, Konstantopoulos, Spyros

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The Generalizability of Running Record Accuracy and Self-Correction Scores von D'Agostino, Jerome V., Rodgers, Emily, Winkler, Christa, Johnson, Tracy, Berenbon, Rebecca

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Scoring Running Records: Complexities and affordances von Rodgers, Emily, D’Agostino, Jerome V., Berenbon, Rebecca, Johnson, Tracy, Winkler, Christa

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Self-Corrections and the Reading Progress of Struggling Beginning Readers von D'Agostino, Jerome V., Kelly, Robert H., Rodgers, Emily

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Literacy Achievement Trends at Entry to First Grade von D'Agostino, Jerome V., Rodgers, Emily

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Teachers’ Beliefs and Their Students’ Progress in Professional Development von Rodgers, Emily, D’Agostino, Jerome, Berenbon, Rebecca, Mikita, Clara, Winkler, Christa, Wright, Mollie E.

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Scaffolding Self‐Correction During Oral Reading von Johnson, Tracy, Mikita, Clara, Rodgers, Emily, D’Agostino, Jerome V.

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Introducing an iPad app into literacy instruction for struggling readers: Teacher perceptions and student outcomes von D’Agostino, Jerome V, Rodgers, Emily, Harmey, Sinéad, Brownfield, Katherine

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The Modifying Effects of Response Style on the Criterion-Related Validity of a Curriculum-Based Measure von Berenbon, Rebecca F., D’Agostino, Jerome V., Rodgers, Emily M.

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Grading as a Reform Effort: Do Standards-Based Grades Converge With Test Scores? von Welsh, Megan E., D'Agostino, Jerome V., Kaniskan, Burcu

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Developing an observational rubric of writing: Preliminary reliability and validity evidence von Harmey, Sinéad, D’Agostino, Jerome, Rodgers, Emily

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Professional development in classroom discussion to improve argumentation: Teacher and student outcomes von Wilkinson, Ian A.G., Reznitskaya, Alina, D'Agostino, Jerome V.

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A Substantive Process Analysis of Responses to Items from the Multistate Bar Examination von Bonner, Sarah M., D'Agostino, Jerome V.

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Predicting Teacher Performance with Test Scores and Grade Point Average: A Meta-Analysis von D'Agostino, Jerome V., Powers, Sonya J.

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A Method to Examine Content Domain Structures von D'Agostino, Jerome, Karpinski, Aryn, Welsh, Megan

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High School Exit Exam Scores and University Performance von D'Agostino, Jerome V., Bonner, Sarah M.

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Addressing Inadequacies ofￂ the Observation Survey of Early Literacy Achievement von D'Agostino, Jerome V, Rodgers, Emily, Mauck, Susan

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