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Reading Teacher

Volumn 56, Issue 6, 2003, Pages 578-580

  Paris, Scott G ^a   Carpenter, Robert D ^a  

^a UNIVERSITY OF MICHIGAN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 9744261197     PISSN: 00340561     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Review

References (10)

1. Beaver, J. (1997). Developmental reading assessment. Glenview, IL: Celebration Press.
2. Clay, M.M. (1993). An observation survey of early literacy achievement. Portsmouth, NH: Heinemann.
3. Goodman, Y.M., & Burke, C.L. (1972). Reading miscue inventory. New York: Robert C. Owen.
4. Leslie, L., & Caldwell, J. (2001). Qualitative reading inventory-3. New York: Addison Wesley Longman.
5. Lipson, M.Y., & Wixson, K.K. (2003). Assessment and instruction of reading and writing difficulty. Boston: Allyn & Bacon.
6. Paris, S.G. (2002). Measuring children's reading development using leveled texts. The Reading Teacher, 56, 168-170.
7. Paris, S.G., Paris, A.H., & Carpenter, R.D. (2002). Effective practices for assessing young readers. In B. Taylor & P.D. Pearson (Eds.), Teaching reading: Effective schools and accomplished teachers (pp. 141-160). Mahwah, NJ: Erlbaum.
8. Paris, S.G., Pearson, P.D., Carpenter, R.D., Siebenthal, S., & Laier, B. (2002). Evaluation of the Michigan Literacy Progress Profile (MLPP). Final Report: Year 1. Lansing, MI: Department of Education.
9. Snow, C.E., Burns, M.S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
10. University of Michigan, Department of Psychology, 525 East University Avenue, Ann Arbor, MI 48109, USA