| Repeated reading interventions for students with learning disabilities: Status of the evidence DJ Chard, LR Ketterlin-Geller, SK Baker, C Doabler, C Apichatabutra Exceptional Children 75 (3), 263-281, 2009 | 312 | 2009 |
| Teaching writing to at-risk students: The quality of evidence for self-regulated strategy development SK Baker, DJ Chard, LR Ketterlin-Geller, C Apichatabutra, C Doabler Exceptional children 75 (3), 303-318, 2009 | 292 | 2009 |
| Explicit mathematics instruction: What teachers can do for teaching students with mathematics difficulties CT Doabler, H Fien Intervention in School and Clinic 48 (5), 276-285, 2013 | 215 | 2013 |
| The impact of a comprehensive Tier I core kindergarten program on the achievement of students at risk in mathematics B Clarke, K Smolkowski, SK Baker, H Fien, CT Doabler, DJ Chard The Elementary School Journal 111 (4), 561-584, 2011 | 142 | 2011 |
| Examining the association between explicit mathematics instruction and student mathematics achievement CT Doabler, SK Baker, DB Kosty, K Smolkowski, B Clarke, SJ Miller, ... The Elementary School Journal 115 (3), 303-333, 2015 | 122 | 2015 |
| Examining the efficacy of a Tier 2 kindergarten mathematics intervention B Clarke, CT Doabler, K Smolkowski, SK Baker, H Fien, M Strand Cary Journal of learning disabilities 49 (2), 152-165, 2016 | 90 | 2016 |
| Enhancing core mathematics instruction for students at risk for mathematics disabilities CT Doabler, MS Cary, K Jungjohann, B Clarke, H Fien, S Baker, ... Teaching Exceptional Children 44 (4), 48-57, 2012 | 89 | 2012 |
| Evaluating three elementary mathematics programs for presence of eight research-based instructional design principles CT Doabler, H Fien, NJ Nelson-Walker, SK Baker Learning Disability Quarterly 35 (4), 200-211, 2012 | 86 | 2012 |
| Preliminary evaluation of a tier 2 mathematics intervention for first-grade students: Using a theory of change to guide formative evaluation activities B Clarke, CT Doabler, M Strand Cary, D Kosty, S Baker, H Fien, ... School Psychology Review 43 (2), 160-178, 2014 | 78 | 2014 |
| Testing the immediate and long-term efficacy of a tier 2 kindergarten mathematics intervention B Clarke, C Doabler, K Smolkowski, E Kurtz Nelson, H Fien, SK Baker, ... Journal of Research on Educational Effectiveness 9 (4), 607-634, 2016 | 76 | 2016 |
| Using explicit and systematic instruction to support working memory JLM Smith, L Sáez, CT Doabler TEACHING Exceptional Children 48 (6), 275-281, 2016 | 68 | 2016 |
| A synthesis of technology-mediated mathematics interventions for students with or at risk for mathematics learning disabilities EW Kiru, CT Doabler, AM Sorrells, NA Cooc Journal of Special Education Technology 33 (2), 111-123, 2018 | 64 | 2018 |
| Testing the efficacy of a kindergarten mathematics intervention by small group size B Clarke, CT Doabler, D Kosty, E Kurtz Nelson, K Smolkowski, H Fien, ... AERA open 3 (2), 2332858417706899, 2017 | 64 | 2017 |
| Testing the efficacy of a tier 2 mathematics intervention: A conceptual replication study CT Doabler, B Clarke, DB Kosty, E Kurtz-Nelson, H Fien, K Smolkowski, ... Exceptional Children 83 (1), 92-110, 2016 | 59 | 2016 |
| Examining teachers’ use of evidence-based practices during core mathematics instruction CT Doabler, NJ Nelson, DB Kosty, H Fien, SK Baker, K Smolkowski, ... Assessment for Effective Intervention 39 (2), 99-111, 2014 | 54 | 2014 |
| Effective instructional strategies for kindergarten and first-grade students at risk in mathematics B Clarke, CT Doabler, NJ Nelson, C Shanley Intervention in School and Clinic 50 (5), 257-265, 2015 | 49 | 2015 |
| Early number skills gains and mathematics achievement: Intervening to establish successful early mathematics trajectories L Shanley, B Clarke, CT Doabler, E Kurtz-Nelson, H Fien The Journal of Special Education 51 (3), 177-188, 2017 | 43 | 2017 |
| An examination of the promise of the NumberShire Level 1 gaming intervention for improving student mathematics outcomes H Fien, CT Doabler, NJ Nelson, DB Kosty, B Clarke, SK Baker Journal of Research on Educational Effectiveness 9 (4), 635-661, 2016 | 40 | 2016 |
| Adapting evidence-based practices to meet the needs of English learners with mathematics difficulties CT Doabler, NJ Nelson, B Clarke Teaching Exceptional Children 48 (6), 301-310, 2016 | 40 | 2016 |
| The science behind curriculum development and evaluation: Taking a design science approach in the production of a tier 2 mathematics curriculum CT Doabler, B Clarke, H Fien, SK Baker, DB Kosty, MS Cary Learning Disability Quarterly 38 (2), 97-111, 2015 | 39 | 2015 |
Ben ClarkeUniversity of Oregon在 uoregon.edu 的电子邮件经过验证
