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| Exceptional Children | 3 |
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| Allinder, Rose M. | 1 |
| Baker, Scott | 1 |
| Espin, Christine A. | 1 |
| Foegen, Anne | 1 |
| Good, Roland H., III | 1 |
| Powell-Smith, Kelly A. | 1 |
| Shinn, Mark R. | 1 |
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| Journal Articles | 3 |
| Reports - Research | 3 |
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Peer reviewedShinn, Mark R.; Powell-Smith, Kelly A.; Good, Roland H., III; Baker, Scott – Exceptional Children, 1997
Reintegration of 23 elementary-age students with mild disabilities who had been in special education pull-out programs into general education classrooms for reading instruction was evaluated using curriculum-based measurement. Results indicated that, on average, reintegrated students made academic gains comparable with their general education…
Descriptors: Academic Achievement, Curriculum Based Assessment, Elementary Education, Mainstreaming
Peer reviewedEspin, Christine A.; Foegen, Anne – Exceptional Children, 1996
This study investigated the validity of 3 curriculum-based measures for predicting the performance of 184 secondary students (including 13 with mild disabilities) on content-area tasks. Reliable correlations were found between oral reading, maze, and vocabulary measures; and students' performance on comprehension, acquisition, and retention of…
Descriptors: Academic Achievement, Content Area Reading, Curriculum Based Assessment, Memory
Peer reviewedAllinder, Rose M. – Exceptional Children, 1996
Twenty-nine elementary special education teachers each monitored 2 students with mild disabilities using curriculum-based measurement (CBM) for 16 weeks. Students whose teachers implemented CBM more accurately made significantly greater math gains than students whose teachers either implemented CBM less accurately or who did not use CBM. Adequacy…
Descriptors: Curriculum Based Assessment, Educational Planning, Elementary Education, Instructional Design
