Selecting At-Risk First-Grade Readers for Early Intervention: Eliminating False Positives and Exploring the Promise of a Two-Stage Gated Screening Process

Journal of Educational Psychology

Volumn 102, Issue 2, 2010, Pages 327-340

  Compton, Donald L ^a   Fuchs, Douglas ^a   Fuchs, Lynn S ^a   Bouton, Bobette ^a   Gilbert, Jennifer K ^a   Barquero, Laura A ^a   Cho, Eunsoo ^a   Crouch, Robert C ^a  

^a VANDERBILT UNIVERSITY   (United States)

Author keywords

Dynamic assessment; Reading disability; Response to intervention; Screening; Short term progress monitoring

Indexed keywords

EID: 77955029959     PISSN: 00220663     EISSN: None     Source Type: Journal    
DOI: 10.1037/a0018448     Document Type: Article

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