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Direct linkArdoin, Scott P.; Christ, Theodore J. – School Psychology Review, 2009
There are relatively few studies that evaluate the quality of progress monitoring estimates derived from curriculum-based measurement of reading. Those studies that are published provide initial evidence for relatively large magnitudes of standard error relative to the expected magnitude of weekly growth. A major contributor to the observed…
Descriptors: Curriculum Based Assessment, Oral Reading, Reading Tests, Formative Evaluation
