Supporting Vocabulary Development Within a Multitiered System of Support: Evaluating the Efficacy of Supplementary Kindergarten Vocabulary Intervention von Coyne, Michael D., McCoach, D. Betsy, Ware, Sharon M., Loftus-Rattan, Susan M., Baker, Doris Luft, Santoro, Lana Edwards, Oldham, Ashley C.

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Implementing MTSS in Beginning Reading: Tools and Systems to Support Schools and Teachers von Leonard, Kaitlin M., Coyne, Michael D., Oldham, Ashley C., Burns, Darci, Gillis, Margie B.

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Nests of dividing neuroblasts sustain interneuron production for the developing human brain von Paredes, Mercedes F, Mora, Cristina, Flores-Ramirez, Quetzal, Cebrian-Silla, Arantxa, Del Dosso, Ashley, Larimer, Phil, Chen, Jiapei, Kang, Gugene, Gonzalez Granero, Susana, Garcia, Eric, Chu, Julia, Delgado, Ryan, Cotter, Jennifer A, Tang, Vivian, Spatazza, Julien, Obernier, Kirsten, Ferrer Lozano, Jaime, Vento, Maximo, Scott, Julia, Studholme, Colin, Nowakowski, Tomasz J, Kriegstein, Arnold R, Oldham, Michael C, Hasenstaub, Andrea, Garcia-Verdugo, Jose Manuel, Alvarez-Buylla, Arturo, Huang, Eric J

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Adjusting Beginning Reading Intervention Based on Student Performance: An Experimental Evaluation von Coyne, Michael D., Simmons, Deborah C., Hagan-Burke, Shanna, Simmons, Leslie E., Kwok, Oi-Man, Kim, Minjung, Fogarty, Melissa, Oslund, Eric L., Taylor, Aaron B., Capozzoli-Oldham, Ashley, Ware, Sharon, Little, Mary E., Rawlinson, D'Ann M.

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