Curriculum-Based Measurement Oral Reading as an indicator of reading achievement: A meta-analysis of the correlational evidence

Journal of School Psychology

Volumn 47, Issue 6, 2009, Pages 427-469

  Reschly, Amy L ^a   Busch, Todd W ^b   Betts, Joseph ^c   Deno, Stanley L ^d   Long, Jeffrey D ^d  

^a UNIVERSITY OF GEORGIA   (United States)

^b UNIVERSITY OF ST THOMAS   (United States)

^c Renaissance Learning ^*  (United States)

^d UNIVERSITY OF MINNESOTA   (United States)

Author keywords

Curriculum Based Measurement; R CBM; Reading achievement

Indexed keywords

ACHIEVEMENT; AGE DISTRIBUTION; ARTICLE; CHILD; CURRICULUM; EDUCATION; EDUCATIONAL STATUS; HUMAN; META ANALYSIS; METHODOLOGY; OBSERVER VARIATION; PHYSIOLOGY; PSYCHOMETRY; READING; REPRODUCIBILITY; STATISTICS; TASK PERFORMANCE; UNITED STATES; VERBAL BEHAVIOR;

ACHIEVEMENT; AGE DISTRIBUTION; CHILD; CURRICULUM; EDUCATIONAL MEASUREMENT; EDUCATIONAL STATUS; HUMANS; OBSERVER VARIATION; PSYCHOMETRICS; READING; REPRODUCIBILITY OF RESULTS; TASK PERFORMANCE AND ANALYSIS; UNITED STATES; VERBAL BEHAVIOR;

EID: 70350208817     PISSN: 00224405     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jsp.2009.07.001     Document Type: Article

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