Author/Creator: Morano, Stephanie - British Library Electronic Legal Deposit Catalogue-Journal Issues and Articles Search Results

Author/Creator Morano, Stephanie

1. A Comparison of Concrete-Representational-Abstract and Concrete-Representational-Abstract-Integrated Fraction Interventions for Students with Disabilities. Issue 2 (14th March 2020)

Authors:: Morano, Stephanie; Flores, Margaret M.; Hinton, Vanessa; Meyer, Jillian
Journal:: Exceptionality
Issue:: Volume 28:Issue 2(2020)
Page Start:: 77
Record Type:: Journal Article
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2. A Decade Review of Single‐Case Graph Construction in the Field of Learning Disabilities. Issue 2 (11th April 2021)

Authors:: Peltier, Corey; Morano, Stephanie; Shin, Mikyung; Stevenson, Nathan; McKenna, John W.
Journal:: Learning disabilities research & practice
Issue:: Volume 36:Issue 2(2021)
Page Start:: 121
Record Type:: Journal Article
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3. A Systematic Analysis of Experimental Studies Targeting Fractions for Students with Mathematics Difficulties. Issue 1 (19th November 2018)

Authors:: Hwang, Jiwon; Riccomini, Paul J.; Hwang, Seok Yoon; Morano, Stephanie
Journal:: Learning disabilities research & practice
Issue:: Volume 34:Issue 1(2019)
Page Start:: 47
Record Type:: Journal Article
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4. Accuracy of Area Model and Number Line Representations of Fractions for Students with Learning Disabilities. Issue 3 (29th May 2019)

Authors:: Morano, Stephanie; Riccomini, Paul J.; Lee, Joo‐Young
Journal:: Learning disabilities research & practice
Issue:: Volume 34:Issue 3(2019)
Page Start:: 133
Record Type:: Journal Article
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5. Are Students with Mathematics Learning Disabilities Receiving FAPE?: Insights from a Descriptive Review of Individualized Education Programs. Issue 4 (12th September 2020)

Authors:: Hott, Brittany L.; Morano, Stephanie; Peltier, Corey; Pulos, Joshua; Peltier, Tiffany
Journal:: Learning disabilities research & practice
Issue:: Volume 35:Issue 4(2020)
Page Start:: 170
Record Type:: Journal Article
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6. Big Ideas in Special Education: Specially Designed Instruction, High-Leverage Practices, Explicit Instruction, and Intensive Instruction. (September 2017)

Authors:: Riccomini, Paul J.; Morano, Stephanie; Hughes, Charles A.
Journal:: Teaching exceptional children
Issue:: Volume 50:Number 1(2017:Sep./Oct.)
Page Start:: 20
Record Type:: Journal Article
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7. Combining Explicit Strategy Instruction and Mastery Practice to Build Arithmetic Fact Fluency. (September 2020)

Authors:: Morano, Stephanie; Randolph, Kathleen; Markelz, Andrew M.; Church, Naomi
Journal:: Teaching exceptional children
Issue:: Volume 53:Number 1(2020)
Page Start:: 60
Record Type:: Journal Article
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8. Demonstrating Conceptual Understanding of Fraction Arithmetic: An Analysis of Pre-Service Special and General Educators' Visual Representations. (November 2020)

Authors:: Morano, Stephanie; Riccomini, Paul J.
Journal:: Teacher education and special education
Issue:: Volume 43:Number 4(2020:Nov.)
Page Start:: 314
Record Type:: Journal Article
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9. Effects of Immediate Feedback Using Bug-in-Ear With Paraeducators Working With Students With Autism. (February 2018)

Authors:: Scheeler, Mary Catherine; Morano, Stephanie; Lee, David L.
Journal:: Teacher education and special education
Issue:: Volume 41:Number 1(2018:Feb.)
Page Start:: 24
Record Type:: Journal Article
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10. Guided Practice for Complex, Multistep Procedures in Algebra: Scaffolding Through Worked Solutions. (July 2019)

Authors:: Riccomini, Paul J.; Morano, Stephanie
Journal:: Teaching exceptional children
Issue:: Volume 51:Number 6(2019:Jul./Aug.)
Page Start:: 445
Record Type:: Journal Article
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