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Curriculum-based Measurement in the Content Areas: Validity of Vocabulary-Matching as an Indicator of Performance in Social Studies.
- Source :
-
Learning Disabilities: Research & Practice . Aug 2001 16(3):142-151. - Publication Year :
- 2001
-
Abstract
- A study examined the reliability and validity of two curriculum-based measures (CBMs) as indicators of the performance of 58 7th-graders in a content-area classroom. CBM measures were student- and administrator-read vocabulary-matching probes. Results revealed moderate alternate-form reliability for both vocabulary-matching measures. Scores for students with learning disabilities (n=5) were lower. (Contains references.) (Author/CR)
Details
- Language :
- English
- ISSN :
- 0938-8982
- Volume :
- 16
- Issue :
- 3
- Database :
- ERIC
- Journal :
- Learning Disabilities: Research & Practice
- Publication Type :
- Academic Journal
- Accession number :
- EJ630922
- Document Type :
- Journal Articles<br />Reports - Research