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Peter M. Nelson, David A. Klingbeil & Ethan R. Van Norman. (2020) Ongoing Practice Opportunities as a Method for Maintaining Reading Intervention Effects. School Psychology Review 49:3, pages 212-221.
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Fei Chen & Heidi Andrade. (2018) The impact of criteria-referenced formative assessment on fifth-grade students’ theater arts achievement. The Journal of Educational Research 111:3, pages 310-319.
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Natalie Förster & Elmar Souvignier. (2015) Effects of Providing Teachers With Information About Their Students' Reading Progress. School Psychology Review 44:1, pages 60-75.
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SaraJ. Schreder, StephenD. A. Hupp, GregoryE. Everett & Emily Krohn. (2012) Targeting Reading Fluency Through Brief Experimental Analysis and Parental Intervention Over the Summer. Journal of Applied School Psychology 28:2, pages 200-220.
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Shawnna Helf & NancyL. Cooke. (2011) Reading Specialist: Key to a Systematic Schoolwide Reading Model. Preventing School Failure: Alternative Education for Children and Youth 55:3, pages 140-147.
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Articles from other publishers (19)
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Nina Zeuch, Natalie Förster & Elmar Souvignier. (2017) Assessing Teachers’ Competencies to Read and Interpret Graphs from Learning Progress Assessment: Results from Tests and Interviews. Learning Disabilities Research & Practice 32:1, pages 61-70.
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Inge Hoogland, Kim Schildkamp, Fabienne van der Kleij, Maaike Heitink, Wilma Kippers, Bernard Veldkamp & Anne M. Dijkstra. (2016) Prerequisites for data-based decision making in the classroom: Research evidence and practical illustrations. Teaching and Teacher Education 60, pages 377-386.
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Shayne B. Piasta, Beth M. Phillips, Jeffrey M. Williams, Ryan P. Bowles & Jason L. Anthony. (2016) Measuring Young Children’s Alphabet Knowledge: Development and Validation of Brief Letter-Sound Knowledge Assessments. The Elementary School Journal 116:4, pages 523-548.
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Elizabeth Shaunessy-Dedrick, Linda Evans, John Ferron & Myriam Lindo. (2015) Effects of Differentiated Reading on Elementary Students’ Reading Comprehension and Attitudes Toward Reading. Gifted Child Quarterly 59:2, pages 91-107.
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Kelli D. Cummings, Michael L. Stoolmiller, Scott K. Baker, Hank Fien & Edward J. Kame’enui. (2014) Using school-level student achievement to engage in formative evaluation: comparative school-level rates of oral reading fluency growth conditioned by initial skill for second grade students. Reading and Writing 28:1, pages 105-130.
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Deborah K. Reed, Kelli D. Cummings, Elizabeth A. Allen, Beverly L. Weiser, Brittany L. Hott & Keith Smolkowski. (2014) Synthesis of Research Symposium at CLD?s 35th International Conference on Learning Disabilities. Learning Disability Quarterly 37:4, pages 230-240.
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Gwen C. Marchand & Carrie J. Furrer. (2014) FORMATIVE, INFORMATIVE, AND SUMMATIVE ASSESSMENT: THE RELATIONSHIP AMONG CURRICULUM-BASED MEASUREMENT OF READING, CLASSROOM ENGAGEMENT, AND READING PERFORMANCE. Psychology in the Schools 51:7, pages 659-676.
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Paul T. Cirino, Melissa A. Romain, Amy E. Barth, Tammy D. Tolar, Jack M. Fletcher & Sharon Vaughn. (2012) Reading skill components and impairments in middle school struggling readers. Reading and Writing 26:7, pages 1059-1086.
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Kelli D. Cummings, Yonghan Park & Holle A. Bauer Schaper. (2012) Form Effects on DIBELS Next Oral Reading Fluency Progress- Monitoring Passages. Assessment for Effective Intervention 38:2, pages 91-104.
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Scott P. Ardoin, Theodore J. Christ, Laura S. Morena, Damien C. Cormier & David A. Klingbeil. (2013) A systematic review and summarization of the recommendations and research surrounding Curriculum-Based Measurement of oral reading fluency (CBM-R) decision rules. Journal of School Psychology 51:1, pages 1-18.
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Paul S. Strand & Sandra Cerna. (2010) The Effects of a Data Dissemination Strategy on the Letter Naming and Object Counting Skills of Preschoolers Attending Head Start. Journal of Behavioral Education 19:4, pages 289-305.
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Andrea McArthur CapizziSally M. Barton-Arwood. (2009) Using a Curriculum-Based Measurement Graphic Organizer to Facilitate Collaboration in Reading. Intervention in School and Clinic 45:1, pages 14-23.
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Karen Callan Stoiber & Michael L. Vanderwood. (2008) Traditional Assessment, Consultation, and Intervention Practices: Urban School Psychologists' Use, Importance, and Competence Ratings. Journal of Educational and Psychological Consultation 18:3, pages 264-292.
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Suzanne Bamonto Graney. (2008) General education teacher judgments of their low‐performing students' short‐term reading progress. Psychology in the Schools 45:6, pages 537-549.
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Karen CadiganKristen N. Missall. (2016) Measuring Expressive Language Growth in Young Children With Autism Spectrum Disorders. Topics in Early Childhood Special Education 27:2, pages 110-118.
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Kristen N. MissallScott R. Mcconnell & Karen Cadigan. (2016) Early Literacy Development: Skill Growth and Relations between Classroom Variables for Preschool Children. Journal of Early Intervention 29:1, pages 1-21.
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