Evaluating the Interpretations and Use of Curriculum-Based Measurement in Reading and Word Lists for Universal Screening in First and Second Grade-Reference-Cited by-同舟云学术

Evaluating the Interpretations and Use of Curriculum-Based Measurement in Reading and Word Lists for Universal Screening in First and Second Grade

Published:2016-09-01 Issue:3 Volume:45 Page:310-326
ISSN:2372-966X
Container-title:School Psychology Review
language:en
Short-container-title:School Psychology Review

Author:

January Stacy-Ann A.¹,Ardoin Scott P.²,Christ Theodore J.³,Eckert Tanya L.⁴,White Mary Jane³

Affiliation:

1. University of South Carolina

2. University of Georgia

3. University of Minnesota

4. Syracuse University

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Education

Link

https://www.tandfonline.com/doi/pdf/10.17105/SPR45-3.310-326

Reference43 articles.

1. Examining the Incremental Benefits of Administering a Maze and Three Versus One Curriculum-Based Measurement Reading Probes When Conducting Universal Screening

2. Concurrent Criterion-Related Validity of Early Literacy Indicators for Middle of First Grade

3. Floor Effects Associated With Universal Screening and Their Impact on the Early Identification of Reading Disabilities

4. Center on Response to Intervention. (2015). Technical standard 1: Classification accuracy. Retrieved from http://www.rti4success.org/resources/tools-charts/screening-tools-chart/screening-tools-chart-rating-system

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