{"title":"Which Reading Levels Work Best Together? Can we Include Students with Special Needs? The 2011–2013 Group Report","authors":"S. Ingram","doi":"10.1007/978-3-030-22845-3_7","DOIUrl":"https://doi.org/10.1007/978-3-030-22845-3_7","url":null,"abstract":"","PeriodicalId":137387,"journal":{"name":"After-School Programming and Intrinsic Motivation","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115987177","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Is Group-Centered Better than Classroom Instruction for Teaching Reading? The Need for a Group-Centered Approach. Testing Two Group Methods","authors":"Elaine Clanton Harpine, Adam D. Pazda","doi":"10.1007/978-3-030-22845-3_3","DOIUrl":"https://doi.org/10.1007/978-3-030-22845-3_3","url":null,"abstract":"","PeriodicalId":137387,"journal":{"name":"After-School Programming and Intrinsic Motivation","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132129924","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}