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The Construct and Predictive Validity of a Dynamic Assessment of Young Children Learning to Read: Implications for RTI Frameworks

The Construct and Predictive Validity of a Dynamic Assessment of Young Children Learning to Read: Implications for RTI Frameworks

Fuchs, D.; Compton, D. L.; Fuchs, L. S.; Bouton, B.; Caffrey, E.

期刊名称Journal of Learning Disabilities
作者Fuchs, D.; Compton, D. L.; Fuchs, L. S.; Bouton, B.; Caffrey, E.
卷第44卷
期第4期
印刷ISSN0022-2194
文件大小316.83KB
发表时间2011-07-01
DOI10.1177/0022219411407864
页码339-347

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