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- W2779221315 abstract "Jeremy W. Forda*, Kristen N. Missallb, John L. Hospc & Jennifer L. Kuhled | Elizabeth Meisingera Boise State Universityb University of Washingtonc University of Massachusetts Amherstd Mississippi Bend Area Education AgencyJeremy W. Ford, PhD, NCSP, is an assistant professor in the Department of Early & Special Education at Boise State University. His research interests include: curriculum-based measurement, explicit instruction, postsecondary transition and education for students with disabilities, multitiered systems of support, and screening and progress decision making.Kristen N. Missall, PhD, NCSP, is an associate professor of school psychology at the University of Washington. Her research centers on child development from ages 3–8, and she specializes in school readiness and adjustment, early literacy and mathematics development, prosocial skill development, and data-based decision making in multitiered systems of support models.John L. Hosp, PhD, is a professor in the Department of Student Development at the University of Massachusetts Amherst. His research focuses on aspects of implementing multitiered systems of support, including disproportionate representation of minority students in special education and aligning assessment and instruction, particularly in the areas of curriculum-based measurement and curriculum-based evaluation.Jennifer L. Kuhle, PhD, is a school psychologist for Mississippi River Bend Area Education Agency. Her main areas of interest include early reading development, functional behavior assessments, and the use of applied behavior analysis within a school setting." @default.
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- W2779221315 date "2017-12-01" @default.
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- W2779221315 title "Examining Oral Passage Reading Rate Across Three Curriculum-Based Measurement Tools for Predicting Grade-Level Proficiency" @default.
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- W2779221315 doi "https://doi.org/10.17105/spr-2016-0014.v46-4" @default.
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