Zobrazeno 1 - 10
of 24
pro vyhledávání: '"Mary Beth Calhoon"'
Publikováno v:
Learning Disabilities Research & Practice. 36:287-294
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a9381a7c1c12b4777ecd483846d04c23
https://doi.org/10.1111/ldrp.12262
https://doi.org/10.1111/ldrp.12262
Autor:
Mary Beth Calhoon, Taffeta Wood, Michèle M.M. Mazzocco, Carol McDonald Connor, Elizabeth C. Crowe
Publikováno v:
Journal of Research on Educational Effectiveness. 13:601-624
To investigate whether child × instruction effects contribute to mathematics gains in first grade, we conducted a cluster randomized controlled trial with 454 (205 treatment; 249 control) students ...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9415fc5b023e52e5610fca6b58021ea7
https://doi.org/10.1080/19345747.2020.1772422
https://doi.org/10.1080/19345747.2020.1772422
Publikováno v:
Learning Disabilities Research & Practice. 34:6-13
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::374271e278f6aeaadad95a93c978f932
https://doi.org/10.1111/ldrp.12188
https://doi.org/10.1111/ldrp.12188
Autor:
Mary Beth Calhoon, Kirra B. Guard, Sarah Gebhardt, Edward S. Shapiro, Qiong Fu, Katie Flatley, Robin L. Hojnoski, Erin S. Leichman
Publikováno v:
School Psychology Quarterly. 32:509-524
The development and psychometric qualities of a measure using teacher judgment to rate performance in reading comprehension for narrative text is described-the Rating Scales for Academic Skills-Reading Comprehension Narrative (RSAS-RCN). Sixty-five t
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::1cf07c370394f6d784333b4c09b0a0f1
https://doi.org/10.1037/spq0000193
https://doi.org/10.1037/spq0000193
Publikováno v:
Learning Disability Quarterly. 38:40-52
This study investigated the effects of a combined contextual and morphemic analysis strategy to increase prediction and analysis of science vocabulary words by three high school (9th–10th grade) English language learners with reading disabilities.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::222db546a9c54422154b8113a928e557
https://doi.org/10.1177/0731948714539769
https://doi.org/10.1177/0731948714539769
Publikováno v:
Intervention in School and Clinic. 49:281-289
This article describes how curriculum-based measurement–computation (CBM-C) mathematics probes can be used in combination with error pattern analysis (EPA) to pinpoint difficulties in basic computation skills for students who struggle with learning
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::45cca530c56ab908aedbce7e9c6b237b
https://doi.org/10.1177/1053451213513957
https://doi.org/10.1177/1053451213513957
Publikováno v:
Reading and Writing. 26:489-494
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f54774cdeb05b37ba53b44bc211a0c49
https://doi.org/10.1007/s11145-013-9442-7
https://doi.org/10.1007/s11145-013-9442-7
Autor:
Julie J. Masterson, Mary Beth Calhoon
Publikováno v:
Assessment for Effective Intervention. 36:80-93
The purpose of this study was to examine the morphological characteristics (i.e., number of morphemes in each word, degree of transparency between a derived morpheme and its root word) and frequency data (i.e., the standard frequency index; SFI) of s
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6610d41e119712588b980f598ae925b9
https://doi.org/10.1177/1534508410380136
https://doi.org/10.1177/1534508410380136
Publikováno v:
Learning Disability Quarterly. 33:159-170
Many students, with and without learning disabilities, have been found to increase their reading skills through the use of data-informed individualized reading intervention; however, less is known about how to use assessments to individualize spellin
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::06be28b65d79ccf8db79792508d3115a
https://doi.org/10.1177/073194871003300305
https://doi.org/10.1177/073194871003300305
Autor:
Mary Beth Calhoon
Publikováno v:
Assessment for Effective Intervention. 33:234-239
The purpose of this article is to explore the research and developmental needs for curriculum-based measurement (CBM) at the secondary level (9th through 12th grades) for mathematics. Much has been accomplished empirically on the validity, reliabilit
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::06edfec6101da23e1665e389839dde05
https://doi.org/10.1177/1534508407313488
https://doi.org/10.1177/1534508407313488