Amanda M. Marcotte, Ph.D.

2006 University of Massachusetts, Amherst, Amherst, MA 
Reading Education, Educational Psychology Education
"Amanda Marcotte"


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John M. Hintze grad student 2006 U Mass Amherst
 (Incremental and predictive utility of formative assessment methods of reading comprehension.)
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Lapan RT, Marcotte AM, Storey R, et al. (2016) Infusing Career Development to Strengthen Middle School English Language Arts Curricula Career Development Quarterly. 64: 126-139
Furey WM, Marcotte AM, Hintze JM, et al. (2015) Concurrent Validity and Classification Accuracy of Curriculum-based Measurement for Written Expression. School Psychology Quarterly : the Official Journal of the Division of School Psychology, American Psychological Association
Poynton TA, Lapan RT, Marcotte AM. (2015) Financial planning strategies of high school seniors: Removing barriers to career success Career Development Quarterly. 63: 57-73
Marcotte AM, Parker C, Furey W, et al. (2014) An Examination of the Validity of the Dynamic Indicators of Vocabulary Skills (DIVS) Journal of Psychoeducational Assessment. 32: 133-145
Methe SA, Hojnoski R, Clarke B, et al. (2011) Innovations and future directions for Early Numeracy Curriculum-Based Measurement: Commentary on the Special Series Assessment For Effective Intervention. 36: 200-209
Marcotte AM, Hintze JM. (2009) Incremental and predictive utility of formative assessment methods of reading comprehension. Journal of School Psychology. 47: 315-35
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