Designing Reading Comprehension Assessments for Reading Interventions: How a Theoretically Motivated Assessment Can Serve as an Outcome Measure
Crossref DOI link: https://doi.org/10.1007/s10648-014-9269-z
Published Online: 2014-05-25
Published Print: 2014-09
Update policy: https://doi.org/10.1007/springer_crossmark_policy
O’Reilly, Tenaha
Weeks, Jonathan
Sabatini, John
Halderman, Laura
Steinberg, Jonathan
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