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ERIC Number: EJ468872
Record Type: CIJE
Publication Date: 1993
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0737-2477
Relative Contribution of Progress Monitoring Strategies, Student Characteristics, and Program Variables to Instructional Outcomes in Resource Programs.
Kim, Dong-il; And Others
Diagnostique, v18 n2 p159-73 Win 1993
This study of 343 elementary school students with learning disabilities examined whether different approaches to teachers' use of progress monitoring data related to differences in achievement. Achievement differences were not found to relate to varying data utilization approaches. The two factors consistently related to student reading progress were initial level of performance and instructional group size. (Author/JDD)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A