DigitalCommons@SHU

The effects and interactions of student, teacher, and setting variables on reading outcomes for kindergartners receiving supplemental reading intervention., Shanna Hagan-Burke, Michael D. Coyne, Oi-Man Kwok, Deborah C. Simmons, Minjung Kim, Leslie E. Simmons, Susan T. Skidmore, Caitlin L. Hernandez, Maureen McSparran Ruby
Maureen Ruby

Effects of Supplemental Reading Interventions in Authentic Contexts: A Comparison of Kindergarteners' Response:, Deborah C. Simmons, Michael D. Coyne, Shanna Hagan-Burke, Oi-Man Kwok, Leslie Simmons, Caitlin Johnson, Yuanyuan Zou, Aaron B. Taylor, Athena Lentini Mcalenney, Maureen Ruby, Yvel C. Crevecoeur
Maureen Ruby

Direct and Extended Vocabulary Instruction in Kindergarten: Investigating Transfer Effects, Michael D. Coyne, D. Betsy McCoach, Susan Loftus, Richard Zipoli, Maureen Ruby, Yvel C. Crevecoeur, Sharon Kapp
Maureen Ruby

A Schoolwide Model for Service Delivery Redefining Special Educators as Interventionists, Brandi Simonsen, Stan F. Shaw, Michael Faggella-Luby, George Sugai, Michael D. Coyne, Barbara Rhein, Joseph W. Madaus, Michael Alfano
Michael P. Alfano

Direct Instruction of Comprehension: Instructional Examples From Intervention Research on Listening and Reading Comprehension, Michael D. Coyne, Richard P. Zipoli, David J. Chard, Michael Faggella-Luby, Maureen Ruby, Lana E. Santoro, Scott Baker
Maureen Ruby

Beginning Reading Instruction for Students at Risk for Reading Disabilities: What, How, and When, Michael D. Coyne, Richard P. Zipoli, Maureen F. Ruby
Maureen Ruby