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- W2504965485 abstract "For reasons that remain poorly understood, learning to recognize written words constitutes a formidable challenge for some fi rst graders. Figuring out which word is represented by a sequence of letters sometimes seems almost impossible for these students, even when they receive help (e.g., Torgesen et al., 1999). Wordrecognition diffi culties are serious and should be prevented or addressed through remediation as early as possible and in the most effi cient manner available, if only to avoid students developing a deep aversion for reading. Wellimplemented, evidencebased, classwide interventions represent a critical fi rstline prevention eff ort (Al Otaiba and Fuchs, 2006; Dion, Brodeur, Gosselin, Campeau, and Fuchs, 2010; Fuchs et al., 2001). However, because of their low intensity, interventions of this kind will not help all students (McMaster, Fuchs, Fuchs, and Compton, 2005). Such students, the socalled nonresponders, have to be targeted for more individualized and intensive interventions, and CurriculumBased Measures (CBMs) are ideally suited to this end (Deno, 2003). In this chapter, we review studies that have examined how these measures can be used to monitor fi rst graders’ progress, or lack thereof, toward competent word recognition." @default.
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- W2504965485 date "2012-09-01" @default.
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- W2504965485 title "How Curriculum-Based Measures Help Us Detect Word Recognition Problems in First Graders" @default.
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- W2504965485 doi "https://doi.org/10.5749/minnesota/9780816679706.003.0009" @default.
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