Curriculum-Based Measurement for Reading Progress

Intervention in School and Clinic

Volumn 38, Issue 3, 2003, Pages 153-159

  Scott, Victoria Groves ^a   Weishaar, Mary Konya ^a  

^a SOUTHERN ILLINOIS UNIVERSITY EDWARDSVILLE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 1642335386     PISSN: 10534512     EISSN: None     Source Type: Journal    
DOI: 10.1177/10534512030380030401     Document Type: Review

References (10)

1. Burns, P. C., & Roe, B. D. (2002). Informal reading inventory. New York: Houghton Mifflin.
2. Choate, J. S., & Evans, S. S. (1992). Authentic assessment of special learners: Problems or promise. Preventing School Failure, 37(1), 6-9.
3. Fry, E. (1977). Fry's readability graph: Clarification, validity and extensions to level 17. Journal of Reading, 21, 242-252.
4. Glor-Scheib, S., & Zigmond, N. (1993). Exploring the potential motivational properties of curriculum-based measurement in reading among middle school students with learning disabilities. Learning Disabilities: A Multidisciplinary Journal, 4(2), 35-43.
5. Gunning, T. B. (2002). Assessing and correcting reading and writing difficulties. Boston: Allyn & Bacon.
6. Individuals with Disabilities Education Act Amendments of 1997, 20 U.S.C. § 1400 (26).
7. Schoenbach, R., Greenleaf, C., Cziko, C., & Hurwitz, L. (1999). Reading for understanding. San Francisco: Jossey-Bass.
8. Skinner, B. F. (1953). Science and human behavior. New York: Macmillan.
9. Shinn, M. R., Ysseldyke, J. E., Deon, S. L., & Tindal, G. A. (1986). A comparison of differences between students labeled learning disabled and low achieving on measures of classroom performance. Journal of Learning Disabilities, 19, 545-552.
10. Tindal, G. A., & Marston, D. B. (1990). Classroom-based assessment. New York: Merrill/Macmillan.