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Peer reviewed Peer reviewed
ERIC Number: EJ562290
Record Type: CIJE
Publication Date: 1998
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0033-3085
Curriculum-Based Assessment of Reading Skills: Considerations and Caveats for School Psychologists.
Peverly, Stephen T.; Kitzen, Kathleen R.
Psychology in the Schools, v35 n1 p29-47 Jan 1998
Argues that assessment based on the content of a reading curriculum will not necessarily promote more effective instruction than one not so based. Focuses on reading ability, individual differences in the ability to read, instruction in reading, curriculum-based assessment of students' skill in reading, and assessment of comprehension. (RJM)
Descriptors: Children, Cognitive Structures, Curriculum Based Assessment, Elementary Education, Evaluation Methods, Evaluation Problems, Reading Skills, School Psychologists
Publication Type: Information Analyses; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A