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Using curriculum-based measures for assessing achievement in children who may have potential risk-factors for reading difficulty

机译：使用基于课程的措施评估可能存在阅读困难的潜在风险因素的儿童的成绩

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摘要

Includes bibliographical references.

机译：包括书目参考。

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作者
Martin Jessica M.;
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年度 2006
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原文格式 PDF
正文语种 {"code":"en","name":"English","id":9}
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1. Readiness or Impairment: Cognitive and Linguistic Differences Between Children Who Learn to Read and Those Who Exhibit Difficulties With Reading in Kindergarten Compared to Their Achievements at the End of First Grade [J] . Ariel Neeman, Shelley Shaul Frontiers in Psychology . 2021,第a期

机译：准备或减值：学会阅读的儿童之间的认知和语言差异以及在幼儿园阅读困难的人相比，与初级结束时的成就相比
2. The relationship between students’ self-assessed reading skills and other measures of achievement [J] . Stefan Johansson Large-scale Assessments in Education . 2013,第1期

机译：学生的自我评估阅读能力与其他成就测度之间的关系
3. Children's history of speech-language difficulties: genetic influences and associations with reading-related measures. [J] . DeThorne LS, Hart SA, Petrill SA, Journal of speech, language, and hearing research: JSLHR . 2006,第6期

机译：儿童的语言障碍史：遗传影响以及与阅读相关措施的关联。
4. Implementation of Curriculum-Based Measurement (CBM) on Reading, Writing and Numeracy Skills for Autistic Children [C] . Nurika Miftakul Janah, Sari Rudiyati International Conference on Special and Inclusive Education . 2019

机译：基于课程的课程测量（CBM）对自闭症儿童的阅读，写作和综合技能
5. Data-driven decision-making within a professional learning community: Assessing the predictive qualities of curriculum-based measurements to a high-stakes, state test of reading achievement at the elementary level. [D] . Bigger, Susan L. 2006

机译：在专业学习社区中以数据为依据的决策制定：对高水平的基于课程的测量的预测质量进行评估，并在基础水平上对阅读成绩进行状态测试。
6. Readiness or Impairment: Cognitive and Linguistic Differences Between Children Who Learn to Read and Those Who Exhibit Difficulties With Reading in Kindergarten Compared to Their Achievements at the End of First Grade [O] . Ariel Neeman, Shelley Shaul 2021

机译：准备或减值：学会阅读的儿童之间的认知和语言差异以及在一年级结束时的成就相比幼儿园展示了幼儿园困难的人
7. Risk factors for reading difficulty: examining the impact of family structure on curriculum-based measures of reading [O] . Martin Jessica M. 2008

机译：阅读困难的风险因素：检查家庭结构对基于课程的阅读测量的影响

Using curriculum-based measures for assessing achievement in children who may have potential risk-factors for reading difficulty

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