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Recent advances in reading instruction
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- The Educational and Developmental Psychologist / Volume 37 / Issue 2 / December 2020
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- 06 November 2020, pp. 95-96
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- December 2020
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Researching the efficacy of a reading intervention: An object lesson
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- The Educational and Developmental Psychologist / Volume 37 / Issue 2 / December 2020
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- 28 July 2020, pp. 147-151
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- December 2020
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A small group intervention for older primary school-aged low-progress readers: Further evidence for efficacy
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- The Educational and Developmental Psychologist / Volume 36 / Issue 2 / December 2019
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- 21 October 2019, pp. 35-40
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- December 2019
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Evaluation of a Two-Phase Implementation of a Tier-2 (Small Group) Reading Intervention for Young Low-Progress Readers
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- Australasian Journal of Special Education / Volume 38 / Issue 2 / December 2014
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- 29 October 2014, pp. 169-185
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- December 2014
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The Behavioural Approach to Teaching Package (BATPACK): Evolution and Evaluation
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- Behaviour Change / Volume 2 / Issue 1 / March 1985
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- 06 October 2014, pp. 21-32
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Why Do More Boys Than Girls Have a Reading Disability? A Review of the Evidence
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- Australasian Journal of Special Education / Volume 35 / Issue 1 / 01 July 2011
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- 02 March 2012, pp. 1-24
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- 01 July 2011
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‘Mind the Gap’: Effective Literacy Instruction for Indigenous Low-Progress Readers
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- Australasian Journal of Special Education / Volume 34 / Issue 1 / 01 May 2010
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- 02 March 2012, pp. 1-16
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- 01 May 2010
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Pitch alterations in British motherese: some preliminary acoustic data
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- Journal of Child Language / Volume 16 / Issue 3 / October 1989
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- 17 February 2009, pp. 503-512
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A Scientific Approach to Special Education
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- Australasian Journal of Special Education / Volume 32 / Issue 1 / April 2008
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- 26 February 2016, pp. 1-4
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- April 2008
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Why Can’t a Teacher Be More Like a Scientist? Science, Pseudoscience and the Art of Teaching
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- Australasian Journal of Special Education / Volume 32 / Issue 1 / April 2008
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- 26 February 2016, pp. 5-21
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- April 2008
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Miracles Take a Little Longer: Science, Commercialisation, Cures and the Dore Program
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- Australasian Journal of Special Education / Volume 32 / Issue 1 / April 2008
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- 26 February 2016, pp. 67-82
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- April 2008
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Meeting Initial Needs In Literacy (MINILIT): Why we Need it, How it Works, and the Results of Pilot Studies
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- Australasian Journal of Special Education / Volume 31 / Issue 2 / September 2007
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- 26 February 2016, pp. 147-158
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- September 2007
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Recent Research on Troublesome Classroom Behaviour: A Review
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- Australasian Journal of Special Education / Volume 31 / Issue 1 / April 2007
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- 26 February 2016, pp. 45-60
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- April 2007
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The Development of a Passage Reading Test for the Frequent Monitoring of Performance of Low-Progress Readers
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- Australasian Journal of Special Education / Volume 30 / Issue 1 / 2006
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- 26 February 2016, pp. 72-85
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- 2006
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The Who, What, Where, When, and Why of Self-Monitoring of Student Behaviour
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- Australasian Journal of Special Education / Volume 28 / Issue 2 / January 2004
- Published online by Cambridge University Press:
- 26 February 2016, pp. 30-64
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- January 2004
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Using Self-Monitoring to Increase the On-Task Behaviour of Three Students with Disabilities During Independent Work
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- Australasian Journal of Special Education / Volume 27 / Issue 1 / January 2003
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- 26 February 2016, pp. 3-17
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- January 2003
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A Comparison of Two Quick Methods for Identifying Low-progress Readers: Teacher Judgment Versus Curriculum-based Measurement
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- Australasian Journal of Special Education / Volume 26 / Issue 1-2 / 2002
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- 26 February 2016, pp. 32-47
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- 2002
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The Individualised Classroom Environment Questionnaire: Confirmatory Findings
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- The Australian Educational and Developmental Psychologist / Volume 10 / Issue 1 / May 1993
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- 29 October 2015, pp. 6-8
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- May 1993
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Reading recovery in Sydney primary schools
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- Australasian Journal of Special Education / Volume 17 / Issue 2 / January 1993
- Published online by Cambridge University Press:
- 26 February 2016, pp. 51-63
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- January 1993
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Implementing Self-Recording of On-Task Behaviour in a Class of Ten Primary Aged Children with Learning Difficulties
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- Australasian Journal of Special Education / Volume 15 / Issue 1-2 / 1992
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- 26 February 2016, pp. 71-74
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- 1992
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