A comparison of two quick methods for identifying low-progress readers: teacher judgment versus curriculum-based measurement

Research output: Contribution to journal › Article › peer-review

Original language	English
Pages (from-to)	32-47
Number of pages	16
Journal	Australasian Journal of Special Education
Volume	26
Issue number	1
DOIs	https://doi.org/10.1080/1030011020260104
Publication status	Published - 2002

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title = "A comparison of two quick methods for identifying low-progress readers: teacher judgment versus curriculum-based measurement",

author = "Alison Madelaine and Kevin Wheldall",

year = "2002",

doi = "10.1080/1030011020260104",

language = "English",

volume = "26",

pages = "32--47",

journal = "Australasian Journal of Special and Inclusive Education",

issn = "2515-0731",

publisher = "Cambridge University Press (CUP)",

number = "1",

}

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T2 - teacher judgment versus curriculum-based measurement

AU - Madelaine, Alison

AU - Wheldall, Kevin

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DO - 10.1080/1030011020260104

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JO - Australasian Journal of Special and Inclusive Education

JF - Australasian Journal of Special and Inclusive Education

SN - 2515-0731

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