CONSISTENCY AND MAGNITUDE OF DIFFERENCES IN READING CURRICULUM‐BASED MEASUREMENT SLOPES IN BENCHMARK VERSUS STRATEGIC MONITORING

Publisher： John Wiley & Sons Inc

E-ISSN： 1520-6807|52|3|316-324

ISSN： 0033-3085

Source： PSYCHOLOGY IN THE SCHOOLS, Vol.52, Iss.3, 2015-03, pp. : 316-324

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