Ready4Reading Evidence Portfolio
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Rappolt-Schlichtmann, G., Daley, S. G., & Rose, L. T. (2012). A research reader in universal design for learning . Cambridge, MA: Harvard Education Press.
Rasinski, T. V. (1990). Investigating measures of reading fluency. Educational Research Quarterly, 14 (3), 37 – 44.
Essential strategies for word study . New York, NY:
Rasinski, T., & Zutell, J. (2010).
Scholastic.
Recht, D. R., & Leslie, L. (1988). Effect of prior knowledge on good and poor readers' memory of text. Journal of Educational Psychology, 80 (1), 16 – 20. https://doi.org/10.1037/0022- 0663.80.1.16
Reilly, J. M. (2020). The Modern Classrooms Project: A review of research-based best practices. Baltimore, MD: Johns Hopkins University.
Reilly, J. M. (2022). Challenges and opportunities in special education research: A review of methodologies and outcome measures for FullBloom (2 nd ed.) . Baltimore, MD: Johns Hopkins University. Reilly, J. M., Laurenzano, M., & Morrison, J. R. (2021). 1:1 Classrooms and teaching with technology: A best practices review for elementary schools. Baltimore, MD: Johns Hopkins University. Renninger, K. A., & Hidi, S. (2002). Student interest and achievement: Developmental issues raised by a case study. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 173 – 195). Academic Press. https://doi.org/10.1016/B978-012750053- 9/50009-7 Roberts, T. A., & Sadler, C. D. (2019). Letter sound characters and imaginary narratives: Can they enhance motivation and letter sound learning? Early Childhood Research Quarterly , 46 , 97 – 111. https://doi.org/10.1016/j.ecresq.2018.04.002 Roberts, T. A., Vadasy, P. F., & Sanders, E. A. (2018). Preschoolers’ alphabet learning: Letter name and sound instruction, cognitive processes, and English proficiency. Early Childhood Research Quarterly, 44, 257 – 274.
Rohde T. E., & Thompson L. A. (2007). Predicting academic achievement with cognitive ability. Intelligence , 35 , 83 – 92.
Rose, D. H., Meyer, A., & Hitchcock, C. (Eds). (2005). The universally designed classroom: Accessible curriculum and digital technologies . Cambridge, MA: Harvard Education Press.
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