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Direct linkRebecca F. Berenbon; Jerome V. D'Agostino; Emily M. Rodgers – Journal of Psychoeducational Assessment, 2024
Curriculum-based measures (CBMs) such as Word Identification Fluency promote student achievement, but because they are timed and administered frequently, they are prone to variation in student response styles. To study the impact of WIF response styles, we created and examined the validity of a novel response style measure and examined the degree…
Descriptors: Elementary School Students, Elementary School Teachers, Grade 1, Special Education Teachers
