The technical adequacy of curriculum-based writing measures with English learners

Author:

Campbell Heather,Espin Christine A.,McMaster Kristen

Publisher

Springer Science and Business Media LLC

Subject

Speech and Hearing,Linguistics and Language,Education,Neuropsychology and Physiological Psychology

Reference51 articles.

1. Abedi, J., & Dietel, R. (2004) Challenges in the No Child Left Behind Act for English language learners. CRESST Policy Brief, 7. Retrieved September 29, 2009 from http://www.cresst.org .

2. Amato, J. M., & Watkins, M. W. (2011). The predictive validity of CBM writing indices for eighth-grade students. Journal of Special Education, 44, 195–204.

3. Aud, S., Hussar, W., Planty, M., Snyder, T., Bianco, K., Fox, M., Frohlich, L., Kemp, J., & Drake, L. (2010). The condition of education 2010 (NCES 2010-028). Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education from http://nces.ed.gov/pubs2010/2010028.pdf .

4. Campbell, H. (2010). The technical adequacy of curriculum-based measurement passage copying with secondary-school english language learners. Reading & Writing Quarterly, 26, 289–307.

5. Cheng, S., & Rose, S. (2009). Investigating the technical adequacy of curriculum-based measurement in written expression for students who are deaf or hard of hearing. Journal of Deaf Studies and Deaf Education, 14, 503–515.

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