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A University–Lab School Writing Partnership Project: Benefits of Curriculum‐Based Measures and Intervention for Students With Learning Differences.

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Title: A University–Lab School Writing Partnership Project: Benefits of Curriculum‐Based Measures and Intervention for Students With Learning Differences.
Authors: Faggella‐Luby, Michael, Lindo, Endia, Jimerson, Jo Beth, Payne, Kim, Keaney, Lauren, Buckley, Katie, Griffith, Robin, Lacina, Jan
Source: Reading Teacher. Sep2020, Vol. 74 Issue 2, p230-236. 7p. 2 Charts.
Subjects: Literacy, Education
Abstract: This department highlights literacy leaders across the globe who are working in the field of literacy education. It features a variety of invited authors whose work is timely and relevant to the theme of access. [ABSTRACT FROM AUTHOR]
Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: This department highlights literacy leaders across the globe who are working in the field of literacy education. It features a variety of invited authors whose work is timely and relevant to the theme of access. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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