المؤلفون: Catts, Hugh W.^{Aff1, IDs11881023002953_cor1}, Terry, Nicole Patton, Lonigan, Christopher J., Compton, Donald L., Wagner, Richard K., Steacy, Laura M., Farquharson, Kelly, Petscher, Yaacov

المصدر: Annals of Dyslexia: An Interdisciplinary Journal of the International Dyslexia Association. :1-21

المؤلفون: Nicole Patton Terry, Coretta Doss, Monique Harris, Nancy Marencin

المصدر: Grantee Submission. 2022.

Peer Reviewed: Y

Page Count: 9

Sponsoring Agency: Office of Special Education and Rehabilitative Services (OSERS) (ED)

Descriptors: Disproportionate Representation, Special Education, Racial Differences, Students with Disabilities, Symptoms (Individual Disorders), Disability Identification, Student Placement, Eligibility, Bias, Decision Making, Ethnicity, Minority Group Students, Poverty

المؤلفون: Terry, Nicole Patton, Gatlin-Nash, Brandy, Webb, Mi-Young, Summy, S. Rebecca, Raines, Rhonda

المصدر: Elementary School Journal. Mar 2023 123(3):414-436.

Peer Reviewed: Y

Page Count: 23

Descriptors: Elementary School Students, Blacks, African American Students, Grade 1, Grade 4, Reading Skills, Grade 2, Grade 3, Word Recognition, Reading Comprehension, Achievement Gains, Oral Language, Low Income Students

المؤلفون: Edwards, Erica B. (ORCID 0000-0001-9871-1991), Terry, Nicole Patton (ORCID 0000-0002-4564-9394), Bingham, Gary (ORCID 0000-0003-1266-1407), Singer, Jeremy L. (ORCID 0000-0002-2666-2972)

المصدر: Education Policy Analysis Archives. Apr 2021 29(56).

Peer Reviewed: Y

Page Count: 27

Descriptors: African American Teachers, Women Faculty, Teacher Attitudes, Early Childhood Teachers, Educational Quality, Well Being, Early Childhood Education

مصطلحات جغرافية: Georgia

المؤلفون: Emily J. Solari, Nicole Patton Terry, Nadine Gaab, Tiffany P. Hogan, Nancy J. Nelson, Jill M. Pentimonti, Yaacov Petscher, Sarah Sayko

المصدر: Grantee Submission. 2020.

Peer Reviewed: Y

Page Count: 37

Sponsoring Agency: Institute of Education Sciences (ED)
Office of Special Education and Rehabilitative Services (OSERS) (ED)
Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH)
Chan Zuckerberg Initiative
Spencer Foundation

Descriptors: Reading Instruction, Reading Skills, Evidence Based Practice, Teaching Methods, Student Evaluation, Research Utilization

IES Funded: Yes

المؤلفون: Yaacov Petscher (ORCID 0000-0001-8858-3498), Sonia Q. Cabell (ORCID 0000-0002-2586-5735), Hugh W. Catts (ORCID 0000-0001-9522-7758), Donald L. Compton (ORCID 0000-0003-3855-3746), Barbara R. Foorman (ORCID 0000-0001-9036-3427), Sara A. Hart (ORCID 0000-0001-9793-0420), Christopher J. Lonigan (ORCID 0000-0001-8173-0723), Beth M. Phillips (ORCID 0000-0002-7997-2843), Christopher Schatschneider (ORCID 0000-0002-1700-7685), Laura M. Steacy (ORCID 0000-0003-1603-2990), Nicole Patton Terry (ORCID 0000-0002-4564-9394), Richard K. Wagner (ORCID 0000-0002-3243-7894)

المصدر: Grantee Submission. 2020.

Peer Reviewed: Y

Page Count: 55

Sponsoring Agency: Institute of Education Sciences (ED)
Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH)

Descriptors: Reading Research, Evidence Based Practice, Reading Instruction, Best Practices, Identification, At Risk Students, Misconceptions

IES Funded: Yes

المؤلفون: Terry, Nicole Patton, Gerido, Lynette Hammond, Norris, Cynthia U., Johnson, Lakeisha, Little, Callie

المصدر: Grantee Submission. 2022.

Peer Reviewed: Y

Page Count: 42

Sponsoring Agency: Institute of Education Sciences (ED)

Descriptors: Individual Differences, Reading Research, Equal Education, Reading Achievement, Children, At Risk Students, Reading Difficulties

IES Funded: Yes

المؤلفون: Terry, Nicole Patton, Gerido, Lynette Hammond, Norris, Cynthia U., Johnson, Lakeisha, Little, Callie

المصدر: New Directions for Child and Adolescent Development. Jul 2022 (183-184):9-26.

Peer Reviewed: Y

Page Count: 18

Descriptors: Equal Education, Reading Achievement, Children, At Risk Students, Reading Difficulties, Reading Research, Individual Differences

المؤلفون: Gatlin-Nash, Brandy^Aff11, Terry, Nicole Patton^Aff12

المساهمون: Joshi, R. Malatesha, Series Editor^Aff1, Alves, Rui, Editorial Board Member^Aff2, Ehri, Linnea, Editorial Board Member^Aff3, Goswami, Usha, Editorial Board Member^Aff4, McBride Chang, Catherine, Editorial Board Member^Aff5, Oakhill, Jane, Editorial Board Member^Aff6, Treiman, Rebecca, Editorial Board Member^Aff7, Saiegh-Haddad, Elinor, editor^Aff8, Laks, Lior, editor^Aff9, McBride, Catherine, editor^Aff10

المصدر: Handbook of Literacy in Diglossia and in Dialectal Contexts : Psycholinguistic, Neurolinguistic, and Educational Perspectives. 22:477-491

المؤلفون: Petscher, Yaacov (ORCID 0000-0001-8858-3498), Cabell, Sonia Q., Catts, Hugh W., Compton, Donald L., Foorman, Barbara R., Hart, Sara A., Lonigan, Christopher J., Phillips, Beth M., Schatschneider, Christopher (ORCID 0000-0002-1700-7685), Steacy, Laura M., Terry, Nicole Patton, Wagner, Richard K.

المصدر: Reading Research Quarterly. Sep 2020 55(1):S267-S282.

Peer Reviewed: Y

Page Count: 16

Sponsoring Agency: Institute of Education Sciences (ED)
Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)

Descriptors: Reading Research, Evidence Based Practice, Reading Instruction, Best Practices, Identification, At Risk Students, Misconceptions

IES Funded: Yes