Literaturnachweis - Detailanzeige
Autor/inn/en | McMaster, Kristen; Fuchs, Douglas; Fuchs, Lynn S.; Compton, Donald L. |
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Titel | Monitoring the Academic Progress of Children Who Are Unresponsive to Generally Effective Early Reading Intervention. |
Quelle | In: Assessment for Effective Intervention, 27 (2002) 4, S.23-33 |
Beigaben | Tabellen |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0737-2477 |
Schlagwörter | Beginning Reading; Curriculum Based Assessment; Early Identification; Early Intervention; Evaluation Methods; Primary Education; Reading Difficulties; Reading Instruction; Student Evaluation |
Abstract | This article proposes a dual-discrepancy approach to identifying children who do not respond to generally effective reading instruction. Curriculum based measurement is suggested as an effective tool for detecting dual discrepancies and an example is provided from an ongoing program of research that uses the dual-discrepancy approach to identify non-responders. (Contains references.) (Author/CR) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |