Comparing Prospective Twice-Exceptional Students With High-Performing Peers on High-Stakes Tests of Achievement

@article{Bell2015ComparingPT,
  title={Comparing Prospective Twice-Exceptional Students With High-Performing Peers on High-Stakes Tests of Achievement},
  author={S. M. Bell and E. P. Taylor and R. Mccallum and J. Coles and E. Hays},
  journal={Journal for the Education of the Gifted},
  year={2015},
  volume={38},
  pages={294 - 317}
}
From a sample of 1,242 third graders, prospective twice-exceptional students were selected using reading and math curriculum-based measures (CBMs), routinely used in Response to Intervention (RtI). These prospective twice-exceptional students were compared with non-twice-exceptional peers with similar strengths in either math or reading on CBMs and an end-of-year high-stakes achievement test. Students (both potentially twice-exceptional and not) who are potentially gifted in reading based on… Expand
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