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  <id type="integer">391897</id>
  <isbn>0325010501</isbn>
  <isbn13>9780325010502</isbn13>
  <ratings_count type="integer">4</ratings_count>
  <text_reviews_count type="integer">1</text_reviews_count>
  <title>The Truth About DIBELS: What It Is - What It Does</title>
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  <id type="integer">34319</id>
  <name>Kenneth S. Goodman</name>
  <ratings_count type="integer">9</ratings_count>
  <text_reviews_count type="integer">3</text_reviews_count>
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  <date_added>Sat Jan 05 11:38:08 -0800 2008</date_added>
  <date_updated>Mon Jul 14 12:50:23 -0700 2008</date_updated>
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    <body><![CDATA[This collection of research and personal accounts of using DIBELS includes:<br/><br/>P. David Pearson's analysis of the research on DIBELS,  <br/><br/>Kenneth Goodman's critical analysis of each DIBELS subtest, <br/><br/>A piece by Alan Flurkey on defining &quot;normal&quot; reading, with regards to accuracy and fluency,<br/><br/>A piece by Robert J. Tierney and Catherine Thome on education policy and DIBELS, <br/><br/>A summary of Sue Seay's dissertation on DIBELS and the SAT 10 test, <br/><br/>An analysis by Sandra Wilde on DIBELS and &quot;scientifically based reading research&quot;,<br/><br/>and Maryann Manning, Constance Kamii, and Tsuguhiko Kato's summary of research of correlations of DIBELS to a writing assessment, as well as correlations of DIBELS subtests to other subtests. ]]></body>
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