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pro vyhledávání: '"Hilda Ives Wiley"'
Publikováno v:
The Journal of Special Education. 41:85-120
In this article, the authors review the research on curriculum-based measurement (CBM) in reading published since the time of Marston's 1989 review. They focus on the technical adequacy of CBM related to measures, materials, and representation of gro
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c5933ed7a0537e7a1759d7b8e67c35ee
https://doi.org/10.1177/00224669070410020401
https://doi.org/10.1177/00224669070410020401
Autor:
Hilda Ives Wiley, Martha Thurlow
Publikováno v:
The Journal of Special Education. 39:246-254
Federal legislation requires states to publicly report on the participation and performance of students with disabilities on statewide assessments. Publicly reporting this information means that it will be more accessible to educators and laypeople,
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a29e585a3ce1a411c9cda895e7bcb903
https://doi.org/10.1177/00224669060390040501
https://doi.org/10.1177/00224669060390040501
Autor:
Stanley L. Deno, Hilda Ives Wiley
Publikováno v:
Remedial and Special Education. 26:207-214
Curriculum-based measurement (CBM) of oral reading has been used to aid in identifying students who are at risk for failing the reading portion of their spring state standards tests. The purpose of this study is to determine whether adding a maze rea
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::730605bcec4c5f7b9ce64069b6acb26d
https://doi.org/10.1177/07419325050260040301
https://doi.org/10.1177/07419325050260040301