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文件名称:Format changes in reading achievement tests: Implications for learning disabled students
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Format changes in reading achievement tests: Implications for learning disabled students
Psychology in the Schools
Volume 22, Oclober I985
FORMAT CHANGES IN READING ACHIEVEMENT TESTS:
IMPLICATIONS FOR LEARNING DISABLED STUDENTS
DEBRA TOLFA, THOMAS E. SCRUGGS, A N D KARLA BENNION
Utah State University
It has been seen that children’s scores on reading achievement tests vary not only
with knowledge of content, but also with the differing formats of test items. Teachers
working with
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