Examining the incremental benefits of administering a maze and three versus one curriculum-based measurement reading probes when conducting universal screening

School Psychology Review

Volumn 33, Issue 2, 2004, Pages 218-233

  Ardoin, Scott P ^a   Witt, Joseph C ^b   Suldo, Shannon M ^a   Connell, James E ^b   Koenig, Jennifer L ^b   Resetar, Jennifer L ^b   Slider, Natalie J ^b,c   Williams, Kashunda L ^b  

^a UNIVERSITY OF SOUTH CAROLINA   (United States)

^b LOUISIANA STATE UNIVERSITY   (United States)

^c University of South Carolina ^*  (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 3943089776     PISSN: 02796015     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

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