دورية أكاديمية
Curriculum-based emergent literacy assessment in early childhood.
| العنوان: | Curriculum-based emergent literacy assessment in early childhood. |
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| المؤلفون: | Hall KM; McKay School of Education, Brigham Young University, Provo, UT 84602, USA. kendra_hall@byu.edu, Culatta B, Black S |
| المصدر: | Seminars in speech and language [Semin Speech Lang] 2007 Feb; Vol. 28 (1), pp. 3-13. |
| نوع المنشور: | Journal Article |
| اللغة: | English |
| بيانات الدورية: | Publisher: Thieme Stratton Country of Publication: United States NLM ID: 8405117 Publication Model: Print Cited Medium: Print ISSN: 0734-0478 (Print) Linking ISSN: 07340478 NLM ISO Abbreviation: Semin Speech Lang Subsets: MEDLINE |
| أسماء مطبوعة: | Publication: New York Ny : Thieme Stratton Original Publication: [New York, N.Y.] : Thieme-Stratton, [c1983- |
| مواضيع طبية MeSH: | Curriculum* , Educational Status*, Language Disorders/*therapy, Child, Preschool ; Humans ; Speech-Language Pathology/methods |
| مستخلص: | Speech-language pathologists who work in early childhood settings are concerned with monitoring and evaluating progress and making appropriate instructional adjustments to promote at-risk children's language and literacy development. Curriculum-based assessment can be effective in providing practitioners with this type of information. This article discusses processes and procedures for implementing curriculum-based assessment and suggests methods that professionals can use to teach assessment tasks to children who struggle with the task demands. |
| تواريخ الأحداث: | Date Created: 20070307 Date Completed: 20070501 Latest Revision: 20070306 |
| رمز التحديث: | 20240628 |
| DOI: | 10.1055/s-2007-967925 |
| PMID: | 17340378 |
| قاعدة البيانات: | MEDLINE |
| تدمد: | 0734-0478 |
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| DOI: | 10.1055/s-2007-967925 |