1998
DOI: 10.1002/(sici)1520-6807(199801)35:1<29::aid-pits3>3.3.co;2-8
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Curriculum‐based assessment of reading skills: Considerations and caveats for school psychologists

Abstract: General dissatisfaction with commercial norm-referenced tests and global ability measures and the need for more specific achievement measures due to changes in special education have led to an increased interest in the curriculum-based assessment of reading. We argue that a curriculum-based assessment (CBA) of reading provides relevant information for instructional interventions only if the content of the curriculum and instruction are grounded in the cognitive skills underlying the domain of reading. If CBA i… Show more

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References 69 publications
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