Advanced search
Publication Cover
School Psychology Review Volume 51, 2022 - Issue 4: Special Topic Section on Unlocking the Promise of Multitiered Systems of Support (MTSS) for Linguistically Diverse Students
Submit an article Journal homepage
843
Views
2
CrossRef citations to date
0
Altmetric
Special Topic Section on Unlocking the Promise of Multitiered Systems of Support (MTSS) for Linguistically Diverse Students

Long-Term Validity and Diagnostic Accuracy of Kindergarten Acadience Reading with English Learners

Lindsey N. Landrya University of HoustonView further author information
,
Milena Keller-Margulisa University of HoustonCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-7539-5375View further author information
ORCID Icon,
Michael Mattaa University of HoustonORCID Iconhttps://orcid.org/0000-0003-4266-0130View further author information
ORCID Icon,
Hanjoe Kima University of HoustonORCID Iconhttps://orcid.org/0000-0002-0682-9835View further author information
ORCID Icon,
Jorge E. Gonzaleza University of HoustonORCID Iconhttps://orcid.org/0000-0003-4783-4742View further author information
ORCID Icon &
G. Thomas Schanding Jrb University of Houston - Clear LakeORCID Iconhttps://orcid.org/0000-0003-0195-6664View further author information
ORCID Icon
Pages 454-467 | Received 02 Feb 2021, Accepted 11 Sep 2021, Published online: 10 Nov 2021

Citations (2)

Keep up to date with the latest research on this topic with citation updates for this article.

Subscribe to citation updates

Read on this site (1)

Jorge E. Gonzalez, Lillian Durán, Sylvia Linan-Thompson & Shane R. Jimerson. (2022) Unlocking the Promise of Multitiered Systems of Support (MTSS) for Linguistically Diverse Students: Advancing Science, Practice, and Equity. School Psychology Review 51:4, pages 387-391.
Read now

Articles from other publishers (1)

Milena A. Keller-Margulis, Michael Matta, Lindsey Landry Pierce, Katherine Zopatti, Erin K. Reid & G. Thomas Schanding. (2022) A Comparison of Reading Screeners in Kindergarten: The Texas Primary Reading Inventory and Acadience Reading With English Learners and Monolingual English Speakers. Assessment for Effective Intervention 48:3, pages 127-137.
Crossref

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Order Reprints Request Corporate Permissions

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.