Emergence of the neural network for reading in five-year-old beginning readers of different levels of pre-literacy abilities: An fMRI study von Yamada, Yoshiko, Stevens, Courtney, Dow, Mark, Harn, Beth A., Chard, David J., Neville, Helen J.

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Indexing Response to Intervention: A Longitudinal Study of Reading Risk From Kindergarten Through Third Grade von Simmons, Deborah C., Coyne, Michael D., Kwok, Oi-man, McDonagh, Sarah, Harn, Beth A., Kame'enui, Edward J.

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Intensifying Instruction: Does Additional Instructional Time Make a Difference for the Most At-Risk First Graders? von Harn, Beth A., Linan-Thompson, Sylvia, Roberts, Gregory

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Examining the variation of fidelity across an intervention: Implications for measuring and evaluating student learning von Harn, Beth A., Parisi Damico, Danielle, Stoolmiller, Michael

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Coordinating Instructional Supports to Accelerate At-Risk First-Grade Readers' Performance: An Essential Mechanism for Effective RTI von Harn, Beth A., Chard, David J., Biancarosa, Gina, Kame'enui, Edward J.

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Measuring the Dimensions of Alphabetic Principle on the Reading Development of First Graders: The Role of Automaticity and Unitization von Harn, Beth A., Stoolmiller, Mike, Chard, David J.

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An Analysis of Motivation in Three Self-Determination Curricula von Sinclair, James, Bromley, Katherine W., Shogren, Karrie A., Murray, Christopher, Unruh, Deanne K., Harn, Beth A.

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Promoting beginning reading success through meaningful assessment of early literacy skills von Coyne, Michael D., Harn, Beth A.

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Beginning Reading Intervention as Inoculation or Insulin: First-Grade Reading Performance of Strong Responders to Kindergarten Intervention von Coyne, Michael D., Kame'enui, Edward J., Simmons, Deborah C., Harn, Beth A.

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Predicting Reading Success in a Multilevel Schoolwide Reading Model: A Retrospective Analysis von Chard, David J., Stoolmiller, Mike, Harn, Beth A., Wanzek, Jeanne, Vaughn, Sharon, Linan-Thompson, Sylvia, Kame'enui, Edward J.

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Meeting Societies' Increased Expectations Through Responsive Instruction: The Power and Potential of Systemwide Approaches von Harn, Beth A., Chard, David J., Kame'enui, Edward J.

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Coordinating Instructional Supports to Accelerate At-Risk First-Grade Readers' Performance von Harn, Beth A., Chard, David J., Biancarosa, Gina, Kame'enui, Edward J.

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Measuring the Dimensions of Alphabetic Principle on the Reading Development of First Graders von Harn, Beth A, Stoolmiller, Mike, Chard, David J

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Intensifying Instruction von Harn, Beth A, Linan-Thompson, Sylvia, Roberts, Gregory

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Intensifying Instruction : Does Additional Instructional Time Make a Difference for the Most At-Risk First Graders?: Systemic, Multitier Instructional Models: Emerging Research on... von HARN, Beth A, LINAN-THOMPSON, Sylvia, ROBERTS, Gregory

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Promoting beginning reading success through meaningful assessment of early literacy skills: The practitioner's edition on promoting academic success von COYNE, Michael D, HARN, Beth A

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Indexing Response to Intervention von Simmons, Deborah C, Coyne, Michael D, Kwok, Oi-man, McDonagh, Sarah, Harn, Beth A, Kame'enui, Edward J

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Predicting Reading Success in a Multilevel Schoolwide Reading Model von Chard, David J, Stoolmiller, Mike, Harn, Beth A, Wanzek, Jeanne, Vaughn, Sharon, Linan-Thompson, Sylvia, Kame'enui, Edward J

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Building, Implementing, & Sustaining a Beginning Reading Model: School by School and Lessons Learned von Simmons, Deborah C, Kame'enui, Edward J, Good, Roland H., III, Harn, Beth A, Cole, Carl, Braun, Drew

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Balancing Fidelity with Flexibility and Fit: What Do We Really Know about Fidelity of Implementation in Schools? von Harn, Beth, Parisi, Danielle, Stoolmiller, Mike

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