Evaluation of the utility of the revised get ready to read! for Spanish-speaking english-language learners through differential item functioning analysis

Assessment for Effective Intervention

Volumn 40, Issue 4, 2015, Pages 216-227

  Farrington, Amber L ^a   Lonigan, Christopher J ^a   Phillips, Beth M ^a   Farver, JoAnn M ^b   McDowell, Kimberly D ^c  

^a FLORIDA STATE UNIVERSITY   (United States)

^b UNIVERSITY OF SOUTHERN CALIFORNIA   (United States)

^c FLORIDA GULF COAST UNIVERSITY   (United States)

Author keywords

Assessment; Emergent literacy skills; English language learners; Preschool

Indexed keywords

EID: 84943227137     PISSN: 15345084     EISSN: 19387458     Source Type: Journal    
DOI: 10.1177/1534508415577468     Document Type: Article

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