Predictive Validity of Curriculum-Based Reading Measures for High-Stakes Outcome Assessments with Secondary Students Identified as Struggling Readers
<p> Curriculum-based measurement (CBM) tools are used widely to assess students’ progress within different stages of the Response to Intervention (RTI) process. Despite the wide-spread use, little research has identified the efficacy of reading CBMs in predicting secondary student o...
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| Language: | EN |
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State University of New York at Albany
2017
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| Online Access: | http://pqdtopen.proquest.com/#viewpdf?dispub=10241844 |