The Validity of a Response-to-Instruction Paradigm to Identify Reading Disabilities: A Longitudinal Analysis of Individual Differences and Contextual Factors-Reference-Cited by-同舟云学术

The Validity of a Response-to-Instruction Paradigm to Identify Reading Disabilities: A Longitudinal Analysis of Individual Differences and Contextual Factors

Published:2003-12-01 Issue:4 Volume:32 Page:557-582
ISSN:2372-966X
Container-title:School Psychology Review
language:en
Short-container-title:School Psychology Review

Author:

Case Lisa Pericola¹,Speece Deborah L.¹,Molloy Dawn Eddy¹

Affiliation:

1. University of Maryland

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/02796015.2003.12086221

Reference63 articles.

1. Benes, K. M. (1995). [Review of the Social Skills Rating System.] In J. C. Conoley & J. C. Impara (Eds.).The twelfth mental measurements yearbook(pp. 965–967). Lincoln, NE: The Buros Institute of Mental Measurements.

2. Curriculum-Based Measurement: The Emerging Alternative

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