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Australasian Journal of Special Education Volume 30, 2006 - Issue 1
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Original Articles

The Development of a Passage Reading Test for the Frequent Monitoring of Performance of Low-Progress Readers

Kevin Wheldall Macquarie University,
&
Alison Madelaine Macquarie University,
Pages 72-85 | Published online: 31 Mar 2009

Citations (7)

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Kevin Wheldall & Sarah Arakelian. (2016) Comparing the performance of older low-progress readers on the York Assessment of Reading for Comprehension with performance on the Neale Analysis of Reading Ability and other measures of reading and related skills. Australian Journal of Learning Difficulties 21:2, pages 157-166.
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Jennifer Buckingham, Robyn Beaman-Wheldall & Kevin Wheldall. (2014) Evaluation of a two-phase experimental study of a small group (“MultiLit”) reading intervention for older low-progress readers. Cogent Education 1:1.
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Eva Marinus, Saskia Kohnen & Genevieve McArthur. (2013) Australian comparison data for the Test of Word Reading Efficiency (TOWRE). Australian Journal of Learning Difficulties 18:2, pages 199-212.
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Jennifer Buckingham, Robyn Beaman & Kevin Wheldall. (2012) A randomised control trial of a MultiLit small group intervention for older low-progress readers. Effective Education 4:1, pages 1-26.
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Meree Reynolds, Kevin Wheldall & Alison Madelaine. (2011) Early identification of young struggling readers: Preliminary benchmarks for intervention for students in years one and two in schools in New South Wales. Australian Journal of Learning Difficulties 16:2, pages 127-143.
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Kevin Wheldall. (2009) Mona Tobias Award Winner, 2008 Effective instruction for socially disadvantaged low-progress readers: The Schoolwise Program . Australian Journal of Learning Difficulties 14:2, pages 151-170.
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Meree Reynolds, Kevin Wheldall & Alison Madelaine. (2009) Building the WARL: The development of the Wheldall Assessment of Reading Lists, a curriculum-based measure designed to identify young struggling readers and monitor their progress. Australian Journal of Learning Difficulties 14:1, pages 89-111.
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