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Effects of a response-based, tiered framework for intervening with struggling readers in middle school.

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Roberts, G., Vaughn, S., Fletcher, J., Stuebing, K, & Barth, A. (2013). Effects of a response-based, tiered framework for intervening with struggling readers in middle school. Reading Research Quarterly, 48 (3), 237-254. PMCID: PMC3758256

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