Comparing Brief Experimental Analysis and Teacher Judgment for Selecting Early Reading Interventions
Author:
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology,Education
Link
http://link.springer.com/article/10.1007/s10864-017-9281-8/fulltext.html
Reference48 articles.
1. Al Otaiba, S., & Fuchs, D. (2002). Characteristics of children who are unresponsive to early literacy intervention: A review of the literature. Remedial and Special Education, 23, 300–316.
2. Begeny, J. C., Eckert, T. L., Montarello, S., & Storie, M. S. (2008). Teachers’ perceptions of students’ reading abilities: An examination of the relationship between teachers’ judgments and students’performance across a continuum of rating methods. School Psychology Quarterly, 23, 43–55.
3. Begeny, J. C., Krouse, H. E., Brown, K. G., & Mann, C. M. (2011). Teacher judgments of students’ reading abilities across a continuum of rating methods and achievement measures. School Psychology Review, 40, 23–38.
4. Bonfiglio, C. M., Daly, E. J., Martens, B. K., Lin, L.-H. R., & Corsaut, S. (2004). An experimental analysis of reading interventions: Generalization across instructional strategies, time, and passages. Journal of Applied Behavior Analysis, 37, 111–114.
5. Burns, M. K., & Wagner, D. (2008). Determining an effective intervention with brief experimental analysis for reading: A meta-analytic review. School Psychology Review, 37, 126–136.
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