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Designing reading comprehension assessments for reading interventions: How a theoretically motivated assessment can serve as an outcome measurement
O’Reilly, T., Weeks, J., Sabatini, J., Halderman, l., & Steinberg, J. (2014). Designing reading comprehension assessments for reading interventions: How a theoretically motivated assessment can serve as an outcome measurement. Educational Psychology Review, 26(3), 403-424. https://doi.org/10.1007/s10648-014-9269-z
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Updated 2022-04-03
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