Technical adequacy of measuring teachers' knowledge of dyslexia
Article Properties
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LanguageEnglish
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DOI (url)
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Publication Date2024/03/18
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Journal
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Indian UGC (journal)
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Refrences57
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Deborah K. Reed Tennessee Reading Research Center University of Tennessee Knoxville Tennessee USA ORCID (unauthenticated)
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Huibin Zhang Tennessee Reading Research Center University of Tennessee Knoxville Tennessee USA ORCID (unauthenticated)
Abstract
Cite
Reed, Deborah K., and Huibin Zhang. “Technical Adequacy of Measuring teachers’ Knowledge of Dyslexia”. Dyslexia, vol. 30, no. 2, 2024, https://doi.org/10.1002/dys.1765.
Reed, D. K., & Zhang, H. (2024). Technical adequacy of measuring teachers’ knowledge of dyslexia. Dyslexia, 30(2). https://doi.org/10.1002/dys.1765
Reed, Deborah K., and Huibin Zhang. “Technical Adequacy of Measuring teachers’ Knowledge of Dyslexia”. Dyslexia 30, no. 2 (2024). https://doi.org/10.1002/dys.1765.
Reed DK, Zhang H. Technical adequacy of measuring teachers’ knowledge of dyslexia. Dyslexia. 2024;30(2).
Journal Categories
Education
Special aspects of education
Medicine
Internal medicine
Special situations and conditions
Sports medicine
Philosophy
Psychology
Religion
Psychology
Social Sciences
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Refrences
| Title | Journal | Journal Categories | Citations | Publication Date |
|---|---|---|---|---|
| Dyslexia laws in the USA: A 2018 update | 2018 | |||
| What educators really believe about dyslexia | 2005 | |||
| Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis | 2005 | |||
| Developing criteria for establishing interrater reliability of specific items: Applications to assessment of adaptive behavior | 1981 | |||
| 10.4135/9781446263495 | 2002 |