EARLY READING PERFORMANCE: A COMPARISON OF TEACHER-BASED AND TEST-BASED ASSESSMENT
Spremljeno u:
KENNY, D.T., CHEKALUK, E., EARLY READING PERFORMANCE: A COMPARISON OF TEACHER-BASED AND TEST-BASED ASSESSMENT. JOURNAL OF LEARNING DISABILITIES, Vol. 26, no. 4 (1993), p. 227-236.
Ref.
32618
Lokacija:
SIIS R.113
Palabras clave:
Enfermedades mentales, Evaluación, Fracaso escolar, Necesidades educativas especiales, Predicción, Problemas de aprendizaje, Problemas de lectura y escritura, Trastornos del lenguaje
Enfermedades mentales, Evaluación, Fracaso escolar, Necesidades educativas especiales, Predicción, Problemas de aprendizaje, Problemas de lectura y escritura, Trastornos del lenguaje
Slični predmeti: EARLY READING PERFORMANCE: A COMPARISON OF TEACHER-BASED AND TEST-BASED ASSESSMENT
- THE LONG-TERM SIGNIFICANCE OF TEACHER-RATED HYPERACTIVITY AND READING ABILITY IN CHILDHOOD: FINDINGS FROM TWO LONGITUDINAL STUDIES
- A COMPARISON OF TEACHER-,PEER-,AND SELF-MONITORING WITH CURRICULUM-BASED MEASUREMENT IN READING AMONG STUDENTS WITH LEARNING DISABILITIES
- Dynamic testing, working memory, and reading comprehension growth in children with reading disabilities
- AWARENESS OF LANGUAGE IN CHILDREN WHO HAVE READING DIFFICULTIES: HISTORICAL COMPARISONS IN A LONGITUDINAL STUDY
- RESEARCH ON READING PROCESSES AND READING DISABILITIES: THE RELATIONSHIP TO READING INSTRUCTION
- A COMPARISON OF LISTENING AND READING PERFORMANCE WITH CHILDREN IN THREEEDUCATIONAL PLACEMENTS