Author:
Eckert Tanya L.,Dunn Erin K.,Ardoin Scott P.
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology,Education
Reference34 articles.
1. Ardoin, S. P., Suldo, S., Witt, J. C., Aldrich, S., & McDonald (in press). Accuracy of readability estimates’ predictions of CBM performance. School Psychology Quarterly.
2. Bonfiglio, C. M., Daly III, E. J., Martens, B. K., Lin, L. H. R., & Corsaut, S. (2004). An experimental analysis of reading interventions: Generalization across instructional strategies, time, and passage. Journal of Applied Behavior Analysis, 37, 111–114.
3. Bourque, P., Dupuis, N., & Van Houten, R. (1986). Public posting in the classroom: Comparison of posting names and coded numbers of individual students. Psychological Reports, 59, 295–298.
4. Carson, P. M., & Eckert, T. L. (2003). An experimental analysis mathematics instructional components: Examining the effects of student-selected versus empirically-selected interventions. Journal of Behavioral Education, 12, 35–54.
5. Conte, K. C., & Hintze, J. M. (2000). The effects of performance feedback and goal setting on oral reading fluency within curriculum-based measurement. Diagnostique, 25, 85–98.
Cited by
22 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献