References
[1]. Costello, R. B., et al. (1993). The American Heritage College dictionary. (3rd ed,). Boston: Houghton Mifflin Company.
[2]. Dorn, S. M., Papalewis, R., & Brown, R. (1995). Educators Earning Their Doctorates: Doctoral Student Perceptions Regarding Cohesiveness and Persistence. Education, 116,305-315.
[3]. Fleming, J. L., & Monda-Amaya, L. E. (2001). Process Variables Critical for Team Effectiveness. Remedial & Special Education, 22,158-172.
[4]. Good.R. H„ Gruba, J., & Kaminski, R. A. (2002). Best Practices in Using Dynamic Indicators of Basic Early Literacy Skills (DIBELS) in an Outcomes-Driven Model. In A. Thomas, & J. Grimes (Eds.), Best Practices in School Psychology IV (pp. 699-720). Bathesda, MD: National Association of School Psychologists.
[5]. Good, R.H., Kaminski, R. A., & Dill, S. (2002). Dynamic Indicators of Basic Early Literacy Skills 6th Edition: Administration and Scoring Guide. Retrieved July 17, 2008, from University of Oregon: Institute for the Development of Educational Achievement Website: https://dibels.uoregon.edu/measures/files/admin_and_s coring_6th_ed.pdf
[6]. Good, R. H., Simmons, D. C., & Kame'enui, E. J., (2001). The importance and decision making utility of a continuum of fluency-based indicators of foundational reading skills for third grade outcomes. Scientific Studies of Reading, 5 (3), 257-288.
[7], Gravois, T. A., &Gickling, E. E. (2002). Best Practices in Curriculum-Based Assessment. In A. Thomas, & J. Grimes (Eds.), Best Practices in School Psychology IV (pp. 657-669). Bathesda, MD: National Association of School Psychologists.
[8]. Harlarr, N., Dale, R S., & Plomin, R. (2007). Reading Exposure; A(largely) Environmental Risk Factor with Environmentally-Mediated Effects on Reading Performance in the Primary School Years. Journal of Child Psychology and Psychiatry, 48,1192-1199.
[9]. Ham, B. A., Linan-Thompson, S., & Roberts, G. (2008). Intensifying Instruction. Journal of Learning Disabilities, 41(2), 115-125.
[10]. Iverson, A. M. (2002). Best Practices in Problem- Solving Team Structure and Process. In A. Thomas, & J. Grimes (Eds.), Best Practices in School Psychology IV (pp. 657-669). Bathesda, MD: National Association of School Psychologists.
[11 ]. Krieg, F. J., Meikamp, J., O'Keefe, S. & Stroebel, S. S. (2006). Field-based Experience in Light of Changing Demographics. Trainers' Forum, 25,15-17.
[12], Mullen, B„ 8i Copper, C. (1994). The Relation Between Group Cohesiveness and Performance: An Integration. Psychological Bulletin, 115(2), 210-228
[13]. No Child Left Behind Act of 2001: Reauthorization of the elementary and secondary education act legislation and policies. Retrieved April 1, 2007 from http://www.ed. Gov/offices/OESE/esea/.
[14]. Reutzel, D. R., & Cooter, R. B., Jr. (2004). Teaching Children to Read: Putting the Pieces Together (4” ed.). New Jersey: Pearson.
[15]. Simmons, D. C., Kame'Enui, E. J., Harn, B., Coyne, M. D., Stoolmiller, M., Santoro, L. E., etal. (2007). Attributes of Effective and Efficient Kindergarten Reading Intervention: An Examination of Instructional Time and Design Specificity. Journal of Learning Disabilities, 40(4), 331- 347.
[16]. United States Department of Education, Office of Elementary and Secondary Education. (2002), No Child Left Behind: A Desktop Reference., Washington, D. C.
[17]. U.S. Department of Education, (2006) Institute of Education Science ,National Center for Educational Statistics,National Assessment of Educational Progress(NAEP)selected years,1971-2004.Long term trend Reading and Mathematics assessments.
.
