Citations (210)
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Minh Thu Bui, Cornelis J. Potgieter & Akihito Kamata. (2023) Penalized likelihood methods for modeling count data. Journal of Applied Statistics 50:15, pages 3157-3176.
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Laura S. Tortorelli. (2018) Off to a Slow Start: Four Profiles of Slow Readers in Second Grade. Reading Psychology 39:7, pages 647-689.
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David E. Houchins, Joseph C. Gagnon, Holly B. Lane, Richard G. Lambert & Erica D. McCray. (2018) The efficacy of a literacy intervention for incarcerated adolescents. Residential Treatment For Children & Youth 35:1, pages 60-91.
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Katherine W. Price, Elizabeth B. Meisinger, Max M. Louwerse & Sidney D’Mello. (2016) The Contributions of Oral and Silent Reading Fluency to Reading Comprehension. Reading Psychology 37:2, pages 167-201.
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Omer Ari. (2015) Fluency Gains in Struggling College Readers from Wide Reading and Repeated Readings. Reading Psychology 36:3, pages 270-297.
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Kerri Knight-Teague, Michael L. Vanderwood & Erin Knight. (2014) Empirical Investigation of Word Callers Who Are English Learners. School Psychology Review 43:1, pages 3-18.
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Kasim Yildirim, Timothy Rasinski, Seyit Ates, Shawn Fitzgerald, Belinda Zimmerman & Mustafa Yildiz. (2014) The Relationship Between Reading Fluency and Vocabulary in Fifth Grade Turkish Students. Literacy Research and Instruction 53:1, pages 72-89.
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Yujeong Park, AmberE. Benedict & MaryT. Brownell. (2014) Construct and Predictive Validity of the CORE Phonics Survey: A Diagnostic Assessment for Students with Specific Learning Disabilities. Exceptionality 22:1, pages 33-50.
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Mustafa Yildiz, Kasim Yildirim, Seyit Ates, Timothy Rasinski, Shawn Fitzgerald & Belinda Zimmerman. (2014) The Relationship Between Reading Fluency and Reading Comprehension in Fifth-Grade Turkish Students. International Journal of School & Educational Psychology 2:1, pages 35-44.
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Theodore J. Christ, Mary Jane White, Scott P. Ardoin & Tanya L. Eckert. (2013) Curriculum Based Measurement of Reading: Consistency and Validity Across Best, Fastest, and Question Reading Conditions. School Psychology Review 42:4, pages 415-436.
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Bashir Abu-Hamour, Hanan Al-Hmouz & Mohammed Kenana. (2013) The effect of short vowelization on curriculum-based measurement of reading fluency and comprehension in Arabic. Australian Journal of Learning Difficulties 18:2, pages 181-197.
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Sawyer A. Hunley, Susan C. Davies & Christina R. Miller. (2013) The Relationship between Curriculum-based Measures in Oral Reading Fluency and High-Stakes Tests for Seventh Grade Students. RMLE Online 36:5, pages 1-8.
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Xiangying Jiang, Yasuyo Sawaki & John Sabatini. (2012) Word Reading Efficiency, Text Reading Fluency, and Reading Comprehension Among Chinese Learners of English. Reading Psychology 33:4, pages 323-349.
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Deborah
K. Reed & Sharon Vaughn. (2012) Retell as an Indicator of Reading Comprehension. Scientific Studies of Reading 16:3, pages 187-217.
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Kristin Lems. (2012) The effect of L1 orthography on the oral reading of adult English language learners. Writing Systems Research 4:1, pages 61-71.
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SaraJ. Schreder, StephenD. A. Hupp, GregoryE. Everett & Emily Krohn. (2012) Targeting Reading Fluency Through Brief Experimental Analysis and Parental Intervention Over the Summer. Journal of Applied School Psychology 28:2, pages 200-220.
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AmyE. Barth, KarlaK. Stuebing, JackM. Fletcher, PaulT. Cirino, Melissa Romain, David Francis & Sharon Vaughn. (2012) Reliability and Validity of Oral Reading Fluency Median and Mean Scores Among Middle Grade Readers When Using Equated Texts. Reading Psychology 33:1-2, pages 133-161.
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Lentini McAlenney & PatrickP. McCabe. (2012) Introduction to the Role of Curriculum-Based Measurement in Response to Intervention. Reading Psychology 33:1-2, pages 1-7.
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DeborahK. Reed. (2011) A Review of the Psychometric Properties of Retell Instruments. Educational Assessment 16:3, pages 123-144.
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Kerry Hempenstall. (2009) Research-driven reading assessment: Drilling to the core. Australian Journal of Learning Difficulties 14:1, pages 17-52.
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RoxanneF. Hudson, PaigeC. Pullen, HollyB. Lane & JosephK. Torgesen. (2008) The Complex Nature of Reading Fluency: A Multidimensional View. Reading & Writing Quarterly 25:1, pages 4-32.
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Katurah Cramer & Sylvia Rosenfield. (2008) Effect of Degree of Challenge on Reading Performance. Reading & Writing Quarterly 24:1, pages 119-137.
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ElfriedaH. Hiebert & CharlesW. Fisher. (2007) Critical Word Factor in Texts for Beginning Readers. The Journal of Educational Research 101:1, pages 3-11.
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Alison Madelaine & Kevin Wheldall. (2005) Further progress towards a standardised curriculum‐based measure of reading: Calibrating a new passage reading test against the new South wales basic skills test. Australian Journal of Learning Disabilities 10:3-4, pages 87-94.
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Rachel Brown-Chidsey, Paul Johnson$suffix/text()$suffix/text() & Robin Fernstrom. (2005) Comparison of Grade-Level Controlled and Literature-Based Maze CBM Reading Passages. School Psychology Review 34:3, pages 387-394.
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Suzanne Bamonto Graney & Mark R. Shinn. (2005) Effects of Reading Curriculm-Based Measurement (R-CBM) Teacher Feedback in General Education Classrooms. School Psychology Review 34:2, pages 184-201.
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Michelle K. Hosp & Lynn S. Fuchs. (2005) Using CBM as an Indicator of Decoding, Word Reading, and Comprehension: Do the Relations Change With Grade?. School Psychology Review 34:1, pages 9-26.
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Amanda C. Strong, Joseph H. Wehby, Katherine B. Falk & Kathleen L. Lane. (2004) The Impact of a Structured Reading Curriculum and Repeated Reading on the Performance of Junior High Students With Emotional and Behavioral Disorders. School Psychology Review 33:4, pages 561-581.
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Margaret T. McGlinchey & Michael D. Hixson. (2004) Using Curriculum-Based Measurement to Predict Performance on State Assessments in Reading. School Psychology Review 33:2, pages 193-203.
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Alison Madelaine & Kevin Wheldall
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Michelle K. Hosp & John L. Hosp. (2003) Curriculum-Based Measurement for Reading, Spelling, and Math: How to Do it and Why. Preventing School Failure: Alternative Education for Children and Youth 48:1, pages 10-17.
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Chad Hamilton & Mark R. Shinn. (2003) Characteristics of Word Callers: An Investigation of the Accuracy of Teachers' Judgments of Reading Comprehension and Oral Reading Skills. School Psychology Review 32:2, pages 228-240.
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JosephH. Evans, RachelJ. Valleley & KeithD. Allen. (2002) Parent Implementation of an Oral Reading Intervention: A Case Study. Child & Family Behavior Therapy 24:4, pages 39-50.
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Robin Schul Thurber, Mark R. Shinn & Keith Smolkowski. (2002) What is Measured in Mathematics Tests? Construct Validity of Curriculum-Based Mathematics Measures. School Psychology Review 31:4, pages 498-513.
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Kristin M. H. Peterson & Mark R. Shinn. (2002) Severe Discrepancy Models: Which Best Explains School Identification Practices for Learning Disabilities?. School Psychology Review 31:4, pages 459-476.
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Gary Stoner, StanleyE. Scarpati, RobinL. Phaneuf & JohnM. Hintze. (2002) Using Curriculum-Based Measurement to Evaluate Intervention Efficacy. Child & Family Behavior Therapy 24:1-2, pages 101-112.
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Alison Madelaine & Kevin Wheldall. (2002) Establishing tentative norms and identifying gender differences in perfomance for a new passage reading test. Australian Journal of Learning Disabilities 7:1, pages 40-45.
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Stanley L. Deno, Lynn S. Fuchs, Douglas Marston & Jongho Shin. (2001) Using Curriculum-based Measurement to Establish Growth Standards for Students with Learning Disabilities. School Psychology Review 30:4, pages 507-524.
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Richard I. Parker, Jan E. Hasbrouck, Laurie Weaver. (2001) SPANISH READABILITY FORMULAS FOR ELEMENTARY-LEVEL TEXTS: A VALIDATION STUDY. Reading & Writing Quarterly 17:4, pages 307-322.
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Scott A. Stage & Michael D. Jacobsen. (2001) Predicting Student Success on a State-mandated Performance-based Assessment Using Oral Reading Fluency. School Psychology Review 30:3, pages 407-419.
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Maryanne Wolf & Tami Katzir-Cohen. (2001) Reading Fluency and Its Intervention. Scientific Studies of Reading 5:3, pages 211-239.
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Jacquelyn Elliott, Steven W. Lee & Nona Tollefson. (2001) A Reliability and Validity Study of the Dynamic Indicators of Basic Early Literacy Skills—Modified. School Psychology Review 30:1, pages 33-49.
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Christine L. Hook & George J. DuPaul. (1999) Parent Tutoring for Students with Attention-Deficit/Hyperactivity Disorder: Effects on Reading Performance at Home and School. School Psychology Review 28:1, pages 60-75.
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Yusra Ahmed, Shawn C. Kent & Milena Keller-Margulis. (2023) Reading-to-Writing Mediation model of higher-order literacy. Frontiers in Psychology 14.
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Aditi Ghosh, Radhika Misquitta, Sunaina Shenoy & Nikisha Kotwal. (2022) Establishing preliminary reading fluency benchmarks for Grade 3 students in India. Journal of Research in Reading 45:4, pages 549-566.
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Patrick J. McNicholas, Randy G. Floyd, Lauren E. Fennimore & Sequoya A. Fitzpatrick. (2022) Determining journal article citation classics in school psychology: An updated bibliometric analysis using Google Scholar, Scopus, and Web of Science. Journal of School Psychology 90, pages 94-113.
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Tammy D. Tolar, Amy E. Barth, David J. Francis, Jack M. Fletcher, Karla K. Stuebing & Sharon Vaughn. (2011) Psychometric Properties of Maze Tasks in Middle School Students. Assessment for Effective Intervention 37:3, pages 131-146.
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Deborah K. Reed, Sharon Vaughn & Yaacov Petscher. (2012) The Validity of a Holistically Scored Retell Protocol for Determining the Reading Comprehension of Middle School Students. Learning Disability Quarterly 35:2, pages 76-89.
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Woori Kim, Sylvia Linan‐Thompson & Radhika Misquitta. (2012) Critical Factors in Reading Comprehension Instruction for Students with Learning Disabilities: A Research Synthesis. Learning Disabilities Research & Practice 27:2, pages 66-78.
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Carrie R. Ball & Theodore J. Christ. (2012) Supporting valid decision making: Uses and misuses of assessment data within the context of RTI. Psychology in the Schools 49:3, pages 231-244.
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Sharon B. Wigal, Stephanie Maltas, Francis Crinella, Annamarie Stehli, Kenneth Steinhoff, Kimberley Lakes & Sabrina Schuck. (2010) Reading Performance as a Function of Treatment With Lisdexamfetamine Dimesylate in Elementary School Children Diagnosed With ADHD. Journal of Attention Disorders 16:1, pages 23-33.
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