Zobrazeno 1 - 7
of 7
pro vyhledávání: '"Kirsten W. Newell"'
Autor:
Kirsten W. Newell
Publikováno v:
School Psychology Review. 51:795-809
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9abac862eec51b09539f2d8d1545da90
https://doi.org/10.1080/2372966x.2021.2000841
https://doi.org/10.1080/2372966x.2021.2000841
Publikováno v:
Contemporary School Psychology. 25:273-287
There are over five million bilingual learners in the US public school system as reported by the National Center for Education Statistics (2020) and this number has increased dramatically over the past several decades. Shortages of well-trained bilin
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6f7d59b2c66bb6a44b88e14fd59f216f
https://doi.org/10.1007/s40688-020-00340-7
https://doi.org/10.1007/s40688-020-00340-7
Publikováno v:
Assessment for Effective Intervention. 47:118-123
This brief report summarizes the development and psychometric properties of German reading fluency passages as compared to English reading fluency passages for immersion language learners. Results indicated that scores from German language reading fl
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::62db2504314a2114df30d336174b3977
https://doi.org/10.1177/1534508420972460
https://doi.org/10.1177/1534508420972460
Publikováno v:
Psychology in the Schools. 57:1208-1239
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a58f9ccd17798cb7a0477d7381db4a93
https://doi.org/10.1002/pits.22406
https://doi.org/10.1002/pits.22406
Publikováno v:
Learning and Individual Differences. 71:23-30
Response to Intervention (RtI) is a commonly used framework to identify students in need of additional or specialized instruction. Special education eligibility decisions within RtI rely on the assumption that there are subpopulations of students: th
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::72223e0758cddcb033a96582c4e00c83
https://doi.org/10.1016/j.lindif.2019.03.004
https://doi.org/10.1016/j.lindif.2019.03.004
Publikováno v:
School Psychology Review. 46:320-328
Research regarding the technical adequacy of growth estimates from curriculum-based measurement of reading progress monitoring data suggests that current decision-making frameworks are likely to yi...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::dbff1a2137259fa589efa90ea740ca93
https://doi.org/10.17105/spr-2017-0065.v46-3
https://doi.org/10.17105/spr-2017-0065.v46-3
Autor:
Kirsten W. Newell, Theodore J. Christ
Publikováno v:
Assessment for Effective Intervention. 42:224-236
Curriculum-Based Measurement of Reading (CBM-R) is frequently used to monitor instructional effects and evaluate response to instruction. Educators often view the data graphically on a time-series graph that might include a variety of statistical and
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::380feac371638d2cab38b2e51aeb1190
https://doi.org/10.1177/1534508417694855
https://doi.org/10.1177/1534508417694855