Curriculum-Based Assessment of Reading Skills: Considerations and Caveats for School Psychologists.

Peverly, Stephen T.; Kitzen, Kathleen R.

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Peer reviewed

ERIC Number: EJ562290

Record Type: CIJE

Publication Date: 1998

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0033-3085

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Curriculum-Based Assessment of Reading Skills: Considerations and Caveats for School Psychologists.

Peverly, Stephen T.; Kitzen, Kathleen R.

Psychology in the Schools, v35 n1 p29-47 Jan 1998

Argues that assessment based on the content of a reading curriculum will not necessarily promote more effective instruction than one not so based. Focuses on reading ability, individual differences in the ability to read, instruction in reading, curriculum-based assessment of students' skill in reading, and assessment of comprehension. (RJM)

Descriptors: Children, Cognitive Structures, Curriculum Based Assessment, Elementary Education, Evaluation Methods, Evaluation Problems, Reading Skills, School Psychologists

Publication Type: Information Analyses; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

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Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A