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Australian Journal of Learning Disabilities Volume 7, 2002 - Issue 1
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Refereed papers

Establishing tentative norms and identifying gender differences in perfomance for a new passage reading test

Alison Madelaine Macquarie Univeristy, Special Education Centre, Sydney
&
Prof. Kevin Wheldall Director, Macquarie Univeristy, Special Education Centre, Sydney
Pages 40-45 | Published online: 09 Dec 2009

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Read on this site (5)

Kevin Wheldall & Alison Madelaine. (2006) The Development of a Passage Reading Test for the Frequent Monitoring of Performance of Low-Progress Readers. Australasian Journal of Special Education 30:1, pages 72-85.
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Alison Madelaine & Kevin Wheldall. (2005) Identifying low‐progress readers: Comparing teacher judgment with a curriculum‐based measurement procedure. International Journal of Disability, Development and Education 52:1, pages 33-42.
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Alison Madelaine & Kevin Wheldall . (2004) Curriculum‐based measurement of reading: recent advances. International Journal of Disability, Development and Education 51:1, pages 57-82.
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Alison Madelaine & Kevin Wheldall. (2003) Can teachers discriminate low‐progress readers from average readers in regular classes?. Australian Journal of Learning Disabilities 8:3, pages 4-7.
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Alison Madelaine & Kevin Wheldall. (2002) A comparison of two quick methods for identifying low‐progress readers: Teacher judgment versus curriculum‐based measurement. Australasian Journal of Special Education 26:1-2, pages 32-47.
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Articles from other publishers (1)

Meng-Yuan Liao. (2014) An evaluation of an airline cabin safety education program for elementary school children. Evaluation and Program Planning 43, pages 27-37.
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