Marie T. Hughes

Special Education University of Illinois at Chicago, Chicago, IL, United States 
Special Education, Reading Education
"Marie Hughes"
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Hughes MT, Parker-Katz M, Balasubramanian A. (2013) Learning to teach literacy through collaborative discussions of student work Teachers and Teaching: Theory and Practice. 19: 543-558
Armstrong TK, Hughes MT. (2012) Exploring computer and storybook interventions for children with high functioning autism International Journal of Special Education. 27: 88-99
Lee GG, Hughes MT. (2012) The interpretive strategies utilized by elementary students with and without learning disabilities in comprehending poems International Electronic Journal of Elementary Education. 4: 489-506
Stetter ME, Hughes MT. (2011) Computer assisted instruction to promote comprehension in students with learning disabilities International Journal of Special Education. 26: 88-100
Stetter ME, Hughes MT. (2010) Using story grammar to assist students with learning disabilities and reading difficulties improve their comprehension Education and Treatment of Children. 33: 115-151
Kummerer SE, Lopez-Reyna NA, Hughes MT. (2007) Mexican immigrant mothers' perceptions of their children's communication disabilities, emergent literacy development, and speech-language therapy program. American Journal of Speech-Language Pathology / American Speech-Language-Hearing Association. 16: 271-82
Hughes MT, Diana Martinez Valle-Riestra. (2007) Experiences of kindergarten teachers implementing instructional practices for diverse learners International Journal of Special Education. 22: 120-129
Boardman AG, Argüelles ME, Vaughn S, et al. (2005) Special education teachers' views of research-based practices Journal of Special Education. 39: 168-180
Klingner JK, Vaughn S, Arguelles ME, et al. (2004) Collaborative strategic reading: "Real-world" lessons from classroom teachers Remedial and Special Education. 25: 291-302
Kim AH, Vaughn S, Elbaum B, et al. (2003) Effects of Toys or Group Composition for Children With Disabilities: A Synthesis Journal of Early Intervention. 25: 189-205
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