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School Psychology Review Volume 34, 2005 - Issue 1
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Special Topic: State of the Art Research in Academic and Behavioral Assessment and Intervention

The Utility of CBM Written Language Indices: An Investigation of Production-Dependent, Production-Independent, and Accurate-Production Scores

Jennifer JewellWoodford County Special Education AssociationView further author information
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Christine Kerres MaleckiNorthern Illinois UniversityCorrespondence[email protected]
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Pages 27-44 | Published online: 22 Dec 2019

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John Elwood Romig & Amanda A. Olsen. (2021) Technical Features of Slopes for Curriculum-Based Measures of Secondary Writing. Reading & Writing Quarterly 37:6, pages 535-551.
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Bridget O. Hier, Stacy-Ann A. January & Ethan R. Van Norman. (2020) A Comparison of CBM-WE Scoring Metrics and Progress Monitoring Frequency Among Second-Grade Students. School Psychology Review 49:3, pages 306-320.
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Stephanie Daniels, Merilee McCurdy, Lynnette Whitsitt, Christopher H. Skinner, Janet Schwartz-Micheaux & Jada White. (2020) Evaluating the Effects of a Writing Self-Efficacy Intervention on Writing Quantity in Middle School Students. Reading & Writing Quarterly 36:1, pages 48-64.
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Daniel B. Hajovsky, Ethan F. Villeneuve, Benjamin A. Mason & David A. De Jong. (2018) A Quantile Regression Analysis of Cognitive Ability and Spelling Predictors of Written Expression: Evidence of Gender, Age, and Skill Level Moderation. School Psychology Review 47:3, pages 291-315.
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William M. Furey, Amanda M. Marcotte, Craig S. Wells & John M. Hintze. (2017) The Effects of Supplemental Sentence-Level Instruction for Fourth-Grade Students Identified as Struggling Writers. Reading & Writing Quarterly 33:6, pages 563-578.
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Jeanne Wanzek, Brandy Gatlin, Stephanie Al Otaiba & Young-Suk Grace Kim. (2017) The Impact of Transcription Writing Interventions for First-Grade Students. Reading & Writing Quarterly 33:5, pages 484-499.
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Milena Keller-Margulis, Anita Payan, Kathryn E. Jaspers & Christie Brewton. (2016) Validity and Diagnostic Accuracy of Written Expression Curriculum-Based Measurement for Students With Diverse Language Backgrounds. Reading & Writing Quarterly 32:2, pages 174-198.
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Laura B. Casey, Neal D. Miller, Michelle B. Stockton & William V. Justice. (2016) Assessing Writing in Elementary Schools: Moving Away From a Focus on Mechanics. Language Assessment Quarterly 13:1, pages 42-54.
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Bruce Saddler & Kristie Asaro-Saddler. (2013) Response to Intervention in Writing: A Suggested Framework for Screening, Intervention, and Progress Monitoring. Reading & Writing Quarterly 29:1, pages 20-43.
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Lara-JeaneC. Costa, StephenR. Hooper, Matthew McBee, KathleenL. Anderson & Donna Carlson Yerby. (2012) The Use of Curriculum-Based Measures in Young At-Risk Writers: Measuring Change Over Time and Potential Moderators of Change. Exceptionality 20:4, pages 199-217.
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KristenL. McMaster, David Parker & Pyung-Gang Jung. (2012) Using Curriculum-Based Measurement for Beginning Writers Within a Response to Intervention Framework. Reading Psychology 33:1-2, pages 190-216.
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Tanya L. Eckert. (2005) Improving Children's Educational Outcomes by Advancing Assessment and Intervention Practices: An Overview of the Special Series. School Psychology Review 34:1, pages 4-8.
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