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Journal of Applied School Psychology Volume 21, 2005 - Issue 1
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Original Articles

Curriculum-Based Measurement

Generic vs. Curriculum-Dependent Probes

Nicole Riley-Heller University of Nebraska-Omaha, USA
,
Lisa Kelly-Vance University of Nebraska-Omaha, USA
&
Mark Shriver Munroe Meyer Institute, University of Nebraska Medical Center, USA
Pages 141-162 | Received 02 Mar 2004, Accepted 01 Aug 2004, Published online: 22 Sep 2008

Citations (4)

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Read on this site (1)

Seungsoo Yeo. (2011) Reliability Generalization of Curriculum-Based Measurement Reading Aloud: A Meta-Analytic Review. Exceptionality 19:2, pages 75-93.
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Articles from other publishers (3)

Rahma Saleh Hadid Al-Uraimi, Mahmoud Mohamed Emam & Yousof Abdelqader Abu Shindy. (2019) Diagnostic Accuracy of Early Numeracy Curriculum-Based Measurements in Screening for First Grade Students at Risk for Failure in Mathematics. Journal of Educational Sciences 14:14, pages 113-136.
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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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Alfons M. Strathmann & Karl Josef Klauer. (2010) Lernverlaufsdiagnostik: Ein Ansatz zur längerfristigen Lernfortschrittsmessung. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 42:2, pages 111-122.
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