10438 results in Cambridge Handbooks
Part III - Preparing for Effective Implementation:
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- Handbook of Implementation Science for Psychology in Education
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- 20 August 2012, pp 109-204
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Chapter 12 - Maximizing the Effectiveness of Social-Emotional Interventions for Young Children Through High-Quality Implementation of Evidence-Based Interventions
- from Part IV - Successful Implementation of Specific Programmes and Interventions:
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- 20 August 2012, pp 207-229
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Chapter 9 - Computational Models of Reading
- from Section 3 - Written Word Recognition
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- The Cambridge Handbook of Psycholinguistics
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- 20 August 2012, pp 186-203
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Chapter 28 - Computational Modeling of Discourse and Conversation
- from Section 9 - Discourse and Conversation
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- 20 August 2012, pp 558-572
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Chapter 24 - Action Research:
- from Part V - Improving the Implementation of Evidence-Based Programmes And Interventions via Staff Skills, Organisational Approaches, and Policy Development
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Section 3 - Written Word Recognition
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- The Cambridge Handbook of Psycholinguistics
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- 20 August 2012, pp 157-236
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Chapter 23 - Figurative Language
- from Section 8 - Figurative Language
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- 20 August 2012, pp 465-484
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Chapter 7 - Implementation Science and Enhancing Delivery and Practice in School Psychology Services
- from Part III - Preparing for Effective Implementation:
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- 20 August 2012, pp 111-131
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Chapter 34 - Language, Thought, and … Brain?
- from Section 10 - Language and Thought
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- 20 August 2012, pp 674-692
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Contributors
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- 20 August 2012, pp xi-xiv
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Chapter 14 - Developing Categories and Concepts
- from Section 4 - Semantic Memory
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- 20 August 2012, pp 283-308
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Chapter 20 - Practical Applications of a Fidelity-of-Implementation Framework
- from Part V - Improving the Implementation of Evidence-Based Programmes And Interventions via Staff Skills, Organisational Approaches, and Policy Development
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- 20 August 2012, pp 346-360
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Chapter 17 - Summary of Research and Implications for Practice on Reading Interventions for Young English-Language Learners with Reading Difficulties
- from Part IV - Successful Implementation of Specific Programmes and Interventions:
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- 20 August 2012, pp 298-312
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Chapter 15 - Derivational Morphology and Skilled Reading
- from Section 5 - Morphological Processing
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- 20 August 2012, pp 311-332
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Section 10 - Language and Thought
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- 20 August 2012, pp 613-692
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Chapter 26 - Cognitive Neuroscience of Figurative Language
- from Section 8 - Figurative Language
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- 20 August 2012, pp 523-538
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Chapter 2 - Implementation Science
- from Part I - What is Implementation Science?
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Chapter 21 - Increasing Student Voice in School Reform
- from Part V - Improving the Implementation of Evidence-Based Programmes And Interventions via Staff Skills, Organisational Approaches, and Policy Development
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- 20 August 2012, pp 361-372
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Chapter 25 - Measuring Child Well-Being in Schools
- from Part V - Improving the Implementation of Evidence-Based Programmes And Interventions via Staff Skills, Organisational Approaches, and Policy Development
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- 20 August 2012, pp 423-442
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Chapter 17 - Individual Differences in Sentence Processing
- from Section 6 - Sentence Comprehension
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- 20 August 2012, pp 353-364
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