Identifying an Indicator of Growth in Early Writing Proficiency for Elementary School Students

Assessment for Effective Intervention

Volumn 28, Issue 3-4, 2003, Pages 23-35

  Lembke, Erica ^a   Deno, Stanley L ^a   Hall, Kim ^b  

^a UNIVERSITY OF MINNESOTA   (United States)

^b Accountability Department   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 30544447272     PISSN: 15345084     EISSN: None     Source Type: Journal    
DOI: 10.1177/073724770302800304     Document Type: Article

References (17)

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3. Deno, S.L. (1992). The nature and development of curriculum-based measurement. Preventing School Failure, 36(2), 5–10.
4. Deno, S.L., Marston, D., & Mirkin, P.L. (1982). Valid measurement procedures for continuous evaluation of written expression. Exceptional Children, 48, 368–371.
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10. Marston, D. (1989). A curriculum-based measurement approach to assessing academic performance: What it is and why to do it. In M. Shinn (Ed.), Curriculum-based measurement: Assessing special children (pp. 18–78). New York: Guilford.
11. Marston, D., & Deno, S.L. (1981). The reliability of simple, direct measures of written expression (Research Report No. 50). Minneapolis: University of Minnesota, Institute for Research on Learning Disabilities.
12. Parker, R., Tindal, G., & Hasbrouck, J. (1991). Countable indices of writing quality: Their suitability for screening-eligibility decisions. Exceptionality, 2, 1–17.
13. Roit, M., & McKenzie, R. (1985). Disorders of written communication: An instructional priority for LD students. Journal of Learning Disabilities, 19, 258–260.
14. Tindal, G., & Parker, R. (1989). Assessment of written expression for students in compensatory and special education programs. The Journal of Special Education, 23, 169–183.
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