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The construct and predictive validity of a dynamic assessment of young children learning to read: implications for RTI frameworks.(Author abstract)

Fuchs, Douglas ; Compton, Donald L. ; Fuchs, Lynn S. ; Bouton, Bobette ; Caffrey, Erin

Journal of Learning Disabilities, July-August, 2011, Vol.44(4), p.339-347 [Peer Reviewed Journal]

Cengage Learning, Inc.

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The construct and predictive validity of a dynamic assessment of young children learning to read: implications for RTI frameworks.(Author abstract)

Fuchs, Douglas ; Compton, Donald L. ; Fuchs, Lynn S. ; Bouton, Bobette ; Caffrey, Erin

Journal of Learning Disabilities, July-August, 2011, Vol.44(4), p.339-347 [Peer Reviewed Journal]

Cengage Learning, Inc.

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

Fuchs, Douglas ; Compton, Donald ; Fuchs, Lynn ; Bouton, Bobette ; Caffrey, Erin Fuchs, Douglas (correspondence author)

Journal of Learning Disabilities (Austin), July 2011, Vol.44(4), pp.339-347 [Peer Reviewed Journal]

© ProQuest LLC All rights reserved

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

Fuchs, Douglas ; Compton, Donald ; Fuchs, Lynn ; Bouton, Bobette ; Caffrey, Erin Fuchs, Douglas (correspondence author)

Journal of Learning Disabilities (Austin), July 2011, Vol.44(4), pp.339-347 [Peer Reviewed Journal]

© ProQuest LLC All rights reserved

No full-text

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

Fuchs, Douglas ; Compton, Donald L. ; Fuchs, Lynn S. ; Bouton, Bobette ; Caffrey, Erin

Journal of Learning Disabilities, Jul 2011 - Aug 2011, Vol.44(4), pp.339-347 [Peer Reviewed Journal]

© ProQuest LLC All rights reserved

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

Fuchs, Douglas ; Compton, Donald L. ; Fuchs, Lynn S. ; Bouton, Bobette ; Caffrey, Erin

Journal of Learning Disabilities, 07/2011, Vol.44(4), pp.339-347 [Peer Reviewed Journal]

Sage Publications (via CrossRef)

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

Fuchs, Douglas ; Compton, Donald L ; Fuchs, Lynn S ; Bouton, Bobette ; Caffrey, Erin

Journal of Learning Disabilities, July 2011, Vol.44(4), pp.339-347 [Peer Reviewed Journal]

Sage Journals (Sage Publications)

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

Fuchs, Douglas ; Compton, Donald ; Fuchs, Lynn ; Bouton, Bobette ; Caffrey, Erin

Journal of Learning Disabilities, Jul/Aug 2011, pp.339-47 [Peer Reviewed Journal]

© ProQuest LLC All rights reserved

No full-text

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

Fuchs, Douglas ; Compton, Donald L ; Fuchs, Lynn S ; Bouton, Bobette ; Caffrey, Erin

Journal of Learning Disabilities, 2011, Vol.44(4), p.339 [Peer Reviewed Journal]

ERIC (U.S. Dept. of Education)

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Article
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The construct and predictive validity of a dynamic assessment of young children learning to read: implications for RTI frameworks

Fuchs, Douglas ; Compton, Donald L ; Fuchs, Lynn S ; Bouton, Bobette ; Caffrey, Erin

Journal of learning disabilities, 2011, Vol.44(4), pp.339-47 [Peer Reviewed Journal]

MEDLINE/PubMed (U.S. National Library of Medicine)

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Results 1 - 10 of 11  for Great Falls College MSU

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