Another look at the ?C? in CBM: Does it really matter if curriculum-based measurement reading probes are curriculum-based?-Reference-Cited by-同舟云学术

Another look at the ?C? in CBM: Does it really matter if curriculum-based measurement reading probes are curriculum-based?

Published:2001 Issue:4 Volume:38 Page:299-312
ISSN:0033-3085
Container-title:Psychology in the Schools
language:en
Short-container-title:Psychol. Schs.

Author:

Powell-Smith Kelly A.,Bradley-Klug Kathy L.

Publisher

Wiley

Subject

Developmental and Educational Psychology,Education

Reference35 articles.

1. Decision Reliability and Validity: Contributions and Limitations of Alternative Assessment Strategies

2. Evaluation of Oral Reading Rate as a Curriculum-Based Measure Within Literature-Based Curriculum

3. & ( 1981). Why readability formulas fail (Report No. BBN-R-4715). Champaign, IL: University of Ilinois at Urbana-Champaign, Center for the Study of Reading.

4. & ( 1995). Readability revisited: The new Dale-Chall readability formula. Cambridge, MA: Brookline.

5. & ( 1979). Quasi-experimentation: Design and analysis issues for field settings. Boston: Houghton-Mifflin.

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