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Publisher: Routledge, part of the Taylor & Francis Group

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Volume 33, Numbers 1-2, 1 January 2012

Introduction to the Role of Curriculum-Based Measurement in Response to Intervention
pp. 1-7(7)
Authors: McAlenney, Athena Lentini; McCabe, Patrick P.

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Response to Intervention: RTI’S Linchpins
pp. 8-10(3)
Author: Margolis, Howard

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Tracing Student Responsiveness to Intervention With Early Literacy Skills Indicators: Do They Reflect Growth Toward Text Reading Outcomes?
pp. 47-77(31)
Authors: Clemens, Nathan H.; Hilt-Panahon, Alexandra; Shapiro, Edward S.; Yoon, Myeongsun

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Predicting Kindergarteners’ Response to Early Reading Intervention: An Examination of Progress-Monitoring Measures
pp. 78-103(26)
Authors: Oslund, Eric L.; Hagan-Burke, Shanna; Taylor, Aaron B.; Simmons, Deborah C.; Simmons, Leslie; Kwok, Oi-Man; Johnson, Caitlin; Coyne, Michael D.

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The Relationship of Error Rate and Comprehension in Second and Third Grade Oral Reading Fluency
pp. 104-132(29)
Authors: Abbott, Mary; Wills, Howard; Miller, Angela; Kaufman, Journ

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Reliability and Validity of Oral Reading Fluency Median and Mean Scores Among Middle Grade Readers When Using Equated Texts
pp. 133-161(29)
Authors: Barth, Amy E.; Stuebing, Karla K.; Fletcher, Jack M.; Cirino, Paul T.; Romain, Melissa; Francis, David; Vaughn, Sharon

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Middle School Reading Assessment: Measuring What Matters Under a RTI Framework
pp. 162-189(28)
Authors: O'Reilly, Tenaha; Sabatini, John; Bruce, Kelly; Pillarisetti, Srinivasa; McCormick, Carina

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Using Curriculum-Based Measurement for Beginning Writers Within a Response to Intervention Framework
pp. 190-216(27)
Authors: McMaster, Kristen L.; Parker, David; Jung, Pyung-Gang

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