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Assessing deaf children's writing in primary school: Grammar and story development

Abstract:

Assessment is essential for designing individualized educational plans (IEPs) for children. In order to contribute effectively to this process, assessments must be appropriate for the group, show neither floor nor ceiling effects, and help teachers formulate specific aims. Different attempts to develop such assessments for the writing of deaf primary school children have shown floor effects. This paper reports the validation of an analytic instrument aimed at assessing deaf primary school chi...

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Publisher copy:
10.1002/dei.238

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Institution:
University of Oxford
Department:
Oxford, SSD, Education
Role:
Author
Journal:
Deafness and Education International
Volume:
10
Issue:
2
Pages:
93-110
Publication date:
2008-06-05
DOI:
ISSN:
1464-3154
URN:
uuid:19a43a87-dd91-4106-9505-59320a99ed66
Source identifiers:
103518
Local pid:
pubs:103518

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