메뉴 건너뛰기




Volumn 29, Issue 2, 2004, Pages 31-38

Age as a Predictor of Acquisition Rates as Measured by Curriculum-Based Assessment: Evidence of Consistency with Cognitive Research

Author keywords

[No Author keywords available]

Indexed keywords


EID: 84992781407     PISSN: 15345084     EISSN: None     Source Type: Journal    
DOI: 10.1177/073724770402900203     Document Type: Article
Times cited : (15)

References (32)
  • 1
    • 21844493926 scopus 로고
    • Learning rate, learning opportunities, and the development of forgetting
    • Brainerd, C.J., & Reyna, V.F. (1995). Learning rate, learning opportunities, and the development of forgetting. Developmental Psychology, 31, 251–262.
    • (1995) Developmental Psychology , vol.31 , pp. 251-262
    • Brainerd, C.J.1    Reyna, V.F.2
  • 3
    • 0035595912 scopus 로고    scopus 로고
    • Measuring acqusition and retention rates with curriculum-based assessment
    • Bums, M.K. (2001). Measuring acqusition and retention rates with curriculum-based assessment. Journal of Psychoeducational Assessment, 19, 148–157.
    • (2001) Journal of Psychoeducational Assessment , vol.19 , pp. 148-157
    • Bums, M.K.1
  • 4
    • 0034552769 scopus 로고    scopus 로고
    • Interscorer, alternate-form, internal consistency, and test-retest reliability of Gickling's model of curriculum-based assessment for reading
    • Bums, M.K., Tucker, J.A., Frame, J., Foley, S., & Hauser, A. (2000). Interscorer, alternate-form, internal consistency, and test-retest reliability of Gickling's model of curriculum-based assessment for reading. Journal of Psychoeducational Assessment, 18, 353–360.
    • (2000) Journal of Psychoeducational Assessment , vol.18 , pp. 353-360
    • Bums, M.K.1    Tucker, J.A.2    Frame, J.3    Foley, S.4    Hauser, A.5
  • 6
    • 0040064691 scopus 로고
    • The interference theory of forgetting
    • Cesaro, J. (1967). The interference theory of forgetting. Scientific American, 217, 117–124.
    • (1967) Scientific American , vol.217 , pp. 117-124
    • Cesaro, J.1
  • 7
    • 0021945086 scopus 로고
    • Proactive interference in sentence recall: Topic similarity effects and individual differences
    • Dempster, F.N. (1985). Proactive interference in sentence recall: Topic similarity effects and individual differences. Memory and Cognition, 13, 81–89.
    • (1985) Memory and Cognition , vol.13 , pp. 81-89
    • Dempster, F.N.1
  • 8
    • 0022157301 scopus 로고
    • Curriculum-based measurement: The emerging alternative
    • Deno, S.L. (1985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52, 219–232.
    • (1985) Exceptional Children , vol.52 , pp. 219-232
    • Deno, S.L.1
  • 9
    • 0034306086 scopus 로고    scopus 로고
    • Relationships among processing speed, working memory and fluid intelligence in children. Biological
    • Fry, A., & Hale, S. (1996). Relationships among processing speed, working memory and fluid intelligence in children. Biological Psychology, 54, 1–34.
    • (1996) Psychology , vol.54 , pp. 1-34
    • Fry, A.1    Hale, S.2
  • 10
    • 34248814525 scopus 로고
    • Phonological working memory: A critical building block for reading development and vocabulary acquisition?
    • Gathercole, S.E., & Baddeley, A.D. (1993). Phonological working memory: A critical building block for reading development and vocabulary acquisition? European Journal of Psychology of Education, 8, 259–272.
    • (1993) European Journal of Psychology of Education , vol.8 , pp. 259-272
    • Gathercole, S.E.1    Baddeley, A.D.2
  • 11
    • 0013236654 scopus 로고
    • Best practices in curriculum-based assessment
    • 3rd ed. A. Thomas, & J. Grimes (Eds.) Washington, DC: National Association of School Psychologists
    • Gickling, E., & Rosenfield, S. (1995). Best practices in curriculum-based assessment. In A. Thomas, & J. Grimes (Eds.), Best practices in school psychology (3rd ed., pp 587–595). Washington, DC: National Association of School Psychologists.
    • (1995) Best practices in school psychology , pp. 587-595
    • Gickling, E.1    Rosenfield, S.2
  • 12
    • 0022154455 scopus 로고
    • A personal view of curriculum-based assessment
    • Gickling, E., & Thompson, V. (1985). A personal view of curriculum-based assessment. Exceptional Children, 52, 205–218.
    • (1985) Exceptional Children , vol.52 , pp. 205-218
    • Gickling, E.1    Thompson, V.2
  • 15
  • 16
    • 0037778738 scopus 로고
    • Direct assessment of academic performance
    • Howell, K.W. (1986). Direct assessment of academic performance. School Psychology Review, 15, 324–335.
    • (1986) School Psychology Review , vol.15 , pp. 324-335
    • Howell, K.W.1
  • 17
    • 84992778951 scopus 로고
    • A curriculum-based measurement approach to assessing academic performance: What it is and why do it
    • M. R. Shinn (Ed.) New York: The Guilford Press
    • Marston, D.B. (1989). A curriculum-based measurement approach to assessing academic performance: What it is and why do it. In M. R. Shinn (Ed.), Curriculum-based measurement: Assessing special children (pp. 19–78) New York: The Guilford Press.
    • (1989) Curriculum-based measurement: Assessing special children , pp. 19-78
    • Marston, D.B.1
  • 18
    • 0030102757 scopus 로고    scopus 로고
    • Intelligence, reaction time, and working memory in 4- to 6-year-old children
    • Miller, L.T., & Vernon, P.A. (1996). Intelligence, reaction time, and working memory in 4- to 6-year-old children. Intelligence, 22, 155–190.
    • (1996) Intelligence , vol.22 , pp. 155-190
    • Miller, L.T.1    Vernon, P.A.2
  • 22
    • 0013234710 scopus 로고
    • Esperanto: Learning and using the international language
    • El Cerrito, CA Esperanto League for North
    • Richardson, D. (1988). Esperanto: Learning and using the international language. El Cerrito, CA: Esperanto League for North America.
    • (1988) America
    • Richardson, D.1
  • 23
    • 0030099735 scopus 로고    scopus 로고
    • Effects of instructional ratios on students' reading performance in a regular education program
    • Roberts, M.L., & Shapiro, E.S. (1996). Effects of instructional ratios on students' reading performance in a regular education program. Journal of School Psychology, 34, 73–91.
    • (1996) Journal of School Psychology , vol.34 , pp. 73-91
    • Roberts, M.L.1    Shapiro, E.S.2
  • 26
    • 84970352388 scopus 로고
    • Knowledge taught in school: What is remembered?
    • Semb, G.B., & Ellis, J.A. (1994). Knowledge taught in school: What is remembered? Review of Educational Research, 64, 253–286.
    • (1994) Review of Educational Research , vol.64 , pp. 253-286
    • Semb, G.B.1    Ellis, J.A.2
  • 27
    • 0000508816 scopus 로고
    • Use of Gickling's model of curriculum-based assessment to improve reading in elementary age students
    • Shapiro, E.S. (1992). Use of Gickling's model of curriculum-based assessment to improve reading in elementary age students. School Psychology Review, 21, 168–176.
    • (1992) School Psychology Review , vol.21 , pp. 168-176
    • Shapiro, E.S.1
  • 28
    • 0011559371 scopus 로고
    • Assessment of special education students in regular education programs: Linking assessment to instruction
    • Shapiro, E.S., & Ager, C. (1992). Assessment of special education students in regular education programs: Linking assessment to instruction. Elementary School Journal, 92, 283–296.
    • (1992) Elementary School Journal , vol.92 , pp. 283-296
    • Shapiro, E.S.1    Ager, C.2
  • 31
    • 0040658237 scopus 로고
    • Performance assessment, psychometric theory, and cognitive learning theory: Ships crossing in the night
    • Wilson, V.L. (1991). Performance assessment, psychometric theory, and cognitive learning theory: Ships crossing in the night. Contemporary Education, 62, 250–254.
    • (1991) Contemporary Education , vol.62 , pp. 250-254
    • Wilson, V.L.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.