Examining the Predictive Validity of a Dynamic Assessment of Decoding to Forecast Response Tier 2 to Intervention

Por Cho, Eunsoo, Compton, Donald L., Fuchs, Doug, Fuchs, Lynn S., Bouton, Bobette
Publicado em 2012

Cognitive Attributes, Attention, and Self-Efficacy of Adequate and Inadequate Responders in a Fourth Grade Reading Intervention

Por Cho, Eunsoo, Roberts, Garrett J., Capin, Philip, Roberts, Greg, Miciak, Jeremy, Vaughn, Sharon
Publicado no Learn Disabil Res Pract (2015)

Effects of a Text-processing Comprehension Intervention on Struggling Middle School Readers

Por Barth, Amy E., Vaughn, Sharon, Capin, Philip, Cho, Eunsoo, Stillman-Spisak, Stephanie, Martinez, Leticia, Kincaid, Heather
Publicado no Top Lang Disord (2016)

A Century of Progress: Reading Interventions for Students in Grades 4–12, 1914–2014

Por Scammacca, Nancy K., Roberts, Garrett J., Cho, Eunsoo, Williams, Kelly J., Roberts, Greg, Vaughn, Sharon R., Carroll, Megan
Publicado no Rev Educ Res (2016)

Physiological Arousal and Juvenile Psychopathy: Is Low Resting Heart Rate Associated With Affective Dimensions?

Por Kavish, Nicholas, Vaughn, Michael G., Cho, Eunsoo, Barth, Amy, Boutwell, Brian, Vaughn, Sharon, Capin, Philip, Stillman, Stephanie, Martinez, Leticia
Publicado no Psychiatr Q (2017)

Selecting At-Risk First-Grade Readers for Early Intervention: Eliminating False Positives and Exploring the Promise of a Two-Stage Gated Screening Process

Por Compton, Donald L., Fuchs, Douglas, Fuchs, Lynn S., Bouton, Bobette, Gilbert, Jennifer K., Barquero, Laura A., Cho, Eunsoo, Crouch, Robert C.
Publicado em 2010