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dc.contributor.authorJaeger, Elizabeth L.*
dc.date.accessioned2016-12-17T00:23:06Z
dc.date.available2016-12-17T00:23:06Z
dc.date.issued2016-09
dc.identifier.citationIntensity of Focus, Richness of Content: Crafting Tier 2 Response to Intervention in an Era of the Common Core 2016, 70 (2):179 The Reading Teacheren
dc.identifier.issn00340561
dc.identifier.doi10.1002/trtr.1495
dc.identifier.urihttp://hdl.handle.net/10150/621760
dc.description.abstractHow can educators provide rich and engaging support for struggling readers? Here is one way.
dc.language.isoenen
dc.publisherWILEY-BLACKWELLen
dc.relation.urlhttp://doi.wiley.com/10.1002/trtr.1495en
dc.rights© 2016 International Literacy Associationen
dc.titleIntensity of Focus, Richness of Content: Crafting Tier 2 Response to Intervention in an Era of the Common Coreen
dc.typeArticleen
dc.contributor.departmentUniversity of Arizonaen
dc.identifier.journalThe Reading Teacheren
dc.description.noteVersion of record online: 24 May 2016; 24 month embargo.en
dc.description.collectioninformationThis item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at repository@u.library.arizona.edu.en
dc.eprint.versionFinal accepted manuscripten
refterms.dateFOA2018-05-25T00:00:00Z
html.description.abstractHow can educators provide rich and engaging support for struggling readers? Here is one way.


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