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ERIC Number: EJ655550
Record Type: CIJE
Publication Date: 2002
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0737-2477
EISSN: N/A
Monitoring the Academic Progress of Children Who Are Unresponsive to Generally Effective Early Reading Intervention.
McMaster, Kristen; Fuchs, Douglas; Fuchs, Lynn S.; Compton, Donald L.
Assessment for Effective Intervention, v27 n4 p23-33 Sum 2002
This article proposes a dual-discrepancy approach to identifying children who do not respond to generally effective reading instruction. Curriculum based measurement is suggested as an effective tool for detecting dual discrepancies and an example is provided from an ongoing program of research that uses the dual-discrepancy approach to identify non-responders. (Contains references.) (Author/CR)
Descriptors: Beginning Reading, Curriculum Based Assessment, Early Identification, Early Intervention, Evaluation Methods, Primary Education, Reading Difficulties, Reading Instruction, Student Evaluation
Publication Type: Information Analyses; Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Special Issue: Effective Assessment of Young Children.