Citations (227)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (42)
Marissa J. Filderman & Lucy Barnard-Brak. (2023) Comparing Slope Stability and Validity for General Outcome and Specific Subskill Mastery Measurement. Journal of Applied School Psychology 39:1, pages 71-90.
Read now
Read now
Robert David Richardson, Louis Marshall Rocconi & Margaret Adams Crewdson. (2020) Evaluating English Learner Progress in Reading: How Much Growth Can We Expect?. School Psychology Review 49:4, pages 480-492.
Read now
Read now
Ethan R. Van Norman, Peter M. Nelson & David A. Klingbeil. (2020) Typical Rates of Regression After Exiting Supplemental Interventions in Reading. School Psychology Review 49:4, pages 510-515.
Read now
Read now
Bridget O. Hier, Stacy-Ann A. January & Ethan R. Van Norman. (2020) A Comparison of CBM-WE Scoring Metrics and Progress Monitoring Frequency Among Second-Grade Students. School Psychology Review 49:3, pages 306-320.
Read now
Read now
Ethan R. Van Norman, Peter M. Nelson, David C. Parker & Nathaniel von der Embse. (2018) Curriculum-Based Measurement of Reading Decision Rules: Strategies to Improve the Accuracy of Treatment Recommendations. School Psychology Review 47:4, pages 333-344.
Read now
Read now
Anthony D. Albano, Theodore J. Christ & Liuhan Cai. (2018) Evaluating Equating in Progress Monitoring Measures Using Multilevel Modeling. Measurement: Interdisciplinary Research and Perspectives 16:3, pages 168-180.
Read now
Read now
Stacy-Ann A. January, Ethan R. Van Norman, Theodore J. Christ, Scott P. Ardoin, Tanya L. Eckert & Mary Jane White. (2018) Progress Monitoring in Reading: Comparison of Weekly, Bimonthly, and Monthly Assessments for Students at Risk for Reading Difficulties in Grades 2–4. School Psychology Review 47:1, pages 83-94.
Read now
Read now
Jessica L. Chao, Paul A. McDermott, Marley W. Watkins, Anna Rhoad Drogalis, Frank C. Worrell & Tracey E. Hall. (2018) The Learning Behaviors Scale: National standardization in Trinidad and Tobago. International Journal of School & Educational Psychology 6:1, pages 35-49.
Read now
Read now
Matthew K. Burns, Amy Frederick, Lori Helman, Sandra M. Pulles, Jennifer J. McComas & Lisa Aguilar. (2017) Relationship between language proficiency and growth during reading interventions. The Journal of Educational Research 110:6, pages 581-588.
Read now
Read now
Anna Rhoad Drogalis, Paul A. McDermott, Marley W. Watkins, Jessica L. Chao, Frank C. Worrell & Tracey E. Hall. (2017) Parent and teacher perspectives on psychological adjustment: A national measurement study in Trinidad and Tobago. International Journal of School & Educational Psychology 5:2, pages 74-87.
Read now
Read now
Deborah K. Reed, Abigail Hallett & Hillary Rimel. (2016) Note-Taking Instruction for College Students with Autism Spectrum Disorder. Exceptionality 24:4, pages 195-212.
Read now
Read now
Ethan R. Van Norman & Theodore J. Christ. (2016) Curriculum-Based Measurement of Reading: Accuracy of Recommendations From Three-Point Decision Rules. School Psychology Review 45:3, pages 296-309.
Read now
Read now
Michael P. Brady, Lawrence A. Heiser, Jazarae K. McCormick & James Forgan. (2016) Value-Added Models for Teacher Preparation Programs: Validity and Reliability Threats, and a Manageable Alternative. The Educational Forum 80:3, pages 339-352.
Read now
Read now
Mark R. McGowan, Timothy J. Runge & Jason A. Pedersen. (2016) Using Curriculum-Based Measures for Identifying Gifted Learners. Roeper Review 38:2, pages 93-106.
Read now
Read now
Lindsay B. Haas, Eric M. Stickney & James E. Ysseldyke. (2016) Using Growth Norms to Set Instructional Goals for Struggling Students. Journal of Applied School Psychology 32:1, pages 82-99.
Read now
Read now
Guy Trainin, Elfrieda H. Hiebert & Kathleen M. Wilson. (2015) A Comparison of Reading Rates, Comprehension, and Stamina in Oral and Silent Reading of Fourth-Grade Students. Reading Psychology 36:7, pages 595-626.
Read now
Read now
Natalie Förster & Elmar Souvignier. (2015) Effects of Providing Teachers With Information About Their Students' Reading Progress. School Psychology Review 44:1, pages 60-75.
Read now
Read now
Lindy Crawford. (2014) The Role of Assessment in a Response to Intervention Model. Preventing School Failure: Alternative Education for Children and Youth 58:4, pages 230-236.
Read now
Read now
Christy M. Walcott, Katherine Marett & Amanda B. Hessel. (2014) Effectiveness of a Computer-Assisted Intervention for Young Children with Attention and Reading Problems. Journal of Applied School Psychology 30:2, pages 83-106.
Read now
Read now
Shannon C. Thornblad & Theodore J. Christ. (2014) Curriculum-Based Measurement of Reading: Is 6 Weeks of Daily Progress Monitoring Enough?. School Psychology Review 43:1, pages 19-29.
Read now
Read now
KathrineM. Koehler-Hak. (2014) Measurement of Educational Progress in the Context of Local Demographics: Using General Outcome Measurement as a Basis for the Development and Use of Local Norms. Preventing School Failure: Alternative Education for Children and Youth 58:1, pages 50-57.
Read now
Read now
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.
Read now
Read now
Rollanda
E. O'Connor, Gabriel Gutierrez, Kerri Teague, Christopher Checca, Jennifer
Sun Kim & Tzu-Hua Ho. (2013) Variations in Practice Reading Aloud: Ten Versus Twenty Minutes. Scientific Studies of Reading 17:2, pages 134-162.
Read now
Read now
Gabriel Gutiérrez & Mike L. Vanderwood. (2013) A Growth Curve Analysis of Literacy Performance Among Second-Grade, Spanish-Speaking, English-Language Learners. School Psychology Review 42:1, pages 3-21.
Read now
Read now
Ara Schmitt, John Balles & Lindsey Venesky. (2013) An Exploratory Investigation of the Relations Among Annual School Absences, Reading Curriculum-Based Measurement, and a High-Stakes State Reading Assessment. Journal of Applied School Psychology 29:1, pages 90-103.
Read now
Read now
CraigA. Albers & Alicia Hoffman. (2012) Using Flashcard Drill Methods and Self-Graphing Procedures to Improve the Reading Performance of English Language Learners. Journal of Applied School Psychology 28:4, pages 367-388.
Read now
Read now
Sara Rosenman & Alison Madelaine. (2012) Predicting literacy achievement in young English language learners: A question of language proficiency or of learning difficulty?. Australian Journal of Learning Difficulties 17:1, pages 17-34.
Read now
Read now
George Sugai & RobertH. Horner. (2009) Responsiveness-to-Intervention and School-Wide Positive Behavior Supports: Integration of Multi-Tiered System Approaches. Exceptionality 17:4, pages 223-237.
Read now
Read now
Doug Marston, Mary Pickart, Amy Reschly, David Heistad, Paul Muyskens & Gerald Tindal. (2007) Early Literacy Measures for Improving Student Reading Achievement: Translating Research Into Practice. Exceptionality 15:2, pages 97-117.
Read now
Read now
Shin-Ju Cindy Lin, BrandonW. Monroe & GaryA. Troia. (2007) Development of Writing Knowledge in Grades 2–8: A Comparison of Typically Developing Writers and Their Struggling Peers. Reading & Writing Quarterly 23:3, pages 207-230.
Read now
Read now
Kevin Wheldall & Alison Madelaine. (2006) The Development of a Passage Reading Test for the Frequent Monitoring of Performance of Low-Progress Readers. Australasian Journal of Special Education 30:1, pages 72-85.
Read now
Read now
Julie Clarfield & Gary Stoner. (2005) The Effects of Computerized Reading Instruction on the Academic Performance of Students Identified with ADHD. School Psychology Review 34:2, pages 246-254.
Read now
Read now
Jennifer Jewell & Christine Kerres Malecki. (2005) The Utility of CBM Written Language Indices: An Investigation of Production-Dependent, Production-Independent, and Accurate-Production Scores. School Psychology Review 34:1, pages 27-44.
Read now
Read now
Ann C. Schulte & Diane N. Villwock. (2004) Using High-Stakes Tests to Derive School-Level Measures of Special Education Efficacy. Exceptionality 12:2, pages 107-126.
Read now
Read now
John M. Hintze & Theodore J. Christ. (2004) An Examination of Variability as a Function of Passage Variance in CBM Progress Monitoring. School Psychology Review 33:2, pages 204-217.
Read now
Read now
Alison Madelaine & Kevin Wheldall
. (2004) Curriculum‐based measurement of reading: recent advances. International Journal of Disability, Development and Education 51:1, pages 57-82.
Read now
Read now
Lisa Pericola Case, Deborah L. Speece & Dawn Eddy Molloy. (2003) The Validity of a Response-to-Instruction Paradigm to Identify Reading Disabilities: A Longitudinal Analysis of Individual Differences and Contextual Factors. School Psychology Review 32:4, pages 557-582.
Read now
Read now
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.
Read now
Read now
Shanna Hagan-burke & GretchenL. Jefferson. (2002) Using Data to Promote Academic Benefit for Included Students with Mild Disabilities. Preventing School Failure: Alternative Education for Children and Youth 46:3, pages 112-118.
Read now
Read now
Ann C. Schulte, Diane N. Villwock, S. Michelle Whichard & Cheryl F. Stallings. (2001) High Stakes Testing and Expected Progress Standards for Students with Learning Disabilities: A Five-year Study of One District. School Psychology Review 30:4, pages 487-506.
Read now
Read now
C. Addison Stone & J. Abram Doane. (2001) The Potential for Empirically Based Estimates of Expected Progress for Students With Learning Disabilities: Legal and Conceptual Issues. School Psychology Review 30:4, pages 473-486.
Read now
Read now
Douglas Carnine & Alex Granzin. (2001) Setting Learning Expectations for Students with Disabilities. School Psychology Review 30:4, pages 466-472.
Read now
Read now
Articles from other publishers (185)
Ethan R. Van Norman & Emily R. Forcht. (2024) Accuracy of progress monitoring decision rules to evaluate response to instruction with two computer adaptive tests. Journal of School Psychology 105, pages 101319.
Crossref
Crossref
Henry H. Zink, Ethan R. Van Norman & David A. Klingbeil. (2023) Multiple baseline and multiple probe design studies targeting academic skills: Trends over time in effect sizes. Psychology in the Schools 61:4, pages 1458-1473.
Crossref
Crossref
Jessica R. Toste, Marissa J. Filderman, Nathan H. Clemens & Erica Fry. (2024) Graph Out Loud: Pre-Service Teachers’ Data Decisions and Interpretations of CBM Progress Graphs. Journal of Learning Disabilities.
Crossref
Crossref
Seohyeon Choi, Emma Shanahan, Jechun An & Kristen McMaster. (2023) Monitoring Elementary Students’ Progress Using Word Dictation: Technical Features of Slope and Growth Analysis. Assessment for Effective Intervention 48:4, pages 201-210.
Crossref
Crossref
Ethan R. Van Norman & Adelle Sturgell. (2022) The Effect of Selecting Interventions on Evaluations of Student Progress. Contemporary School Psychology 27:3, pages 545-556.
Crossref
Crossref
Mayson Abdel Sabour Mahfouz & Ahmed Hassan Hemdan Mohamed. (2023) Using Word Reading Fluency Curriculum-Based Measurements to Monitor Students’ Reading Progress in Grade 2. Education Sciences 13:2, pages 217.
Crossref
Crossref
Gregory J. Benner, Marissa J. Filderman, Lucy Barnard‐Brak, Jordan Pennefather, Jean Louise M. Smith & Lisa A. Strycker. (2022)
Evidence of efficacy of the
Integrated Literacy Study Group
professional learning program to enhance reading instruction for students with emotional and behavioral disorders
. Psychology in the Schools 60:1, pages 182-198.
Crossref
Crossref
Marissa J. Filderman & Jessica R. Toste. (2021) Effects of Varying Levels of Data Use to Intensify a Multisyllabic Word Reading Intervention for Upper Elementary Students With or at Risk for Reading Disabilities. Journal of Learning Disabilities 55:5, pages 393-407.
Crossref
Crossref
Lisa Didion & Jessica R. Toste. (2021) Data Mountain: Self-Monitoring, Goal Setting, and Positive Attributions to Enhance the Oral Reading Fluency of Elementary Students With or at Risk for Reading Disabilities. Journal of Learning Disabilities 55:5, pages 375-392.
Crossref
Crossref
Cevriye ERGÜL, Zeynep BAHAP KUDRET, Gözde AKOĞLU, Meral Çilem ÖKCÜN AKÇAMUŞ, Burcu KILIÇ TÜLÜ & Ergül DEMİR. (2022) BİRİNCİ VE İKİNCİ SINIFTA OKUMA BECERİLERİNİN GELİŞİMİ VE MATTHEW ETKİSİ: BOYLAMSAL BİR ÇALIŞMANIN SONUÇLARIDEVELOPMENT OF READING SKILLS IN FIRST AND SECOND GRADE AND THE MATTHEW EFFECT: RESULTS OF A LONGITUDINAL STUDY. Milli Eğitim Dergisi 51:234, pages 939-966.
Crossref
Crossref
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.
Crossref
Crossref
S Karande, S Bhavani, NJ Gogtay, MP Shiledar, S Kelkar & AS Oke. (2022) Do school students with specific learning disabilities have lower emotional intelligence abilities? A cross-sectional questionnaire-based study in Mumbai, Maharashtra, India. Journal of Postgraduate Medicine 68:1, pages 24-30.
Crossref
Crossref
Devi Arumugam, Kavya Govindaraju & Ananth Kumar Tamilarasan. 2022. Machine Learning for Critical Internet of Medical Things. Machine Learning for Critical Internet of Medical Things
103
124
.
Dongil Kim & Seohyeon Choi. (2021) The Effects of Data-based Instruction (DBI) for Students with Learning Difficulties in Korea: A Single-subject Meta-analysis. PLOS ONE 16:12, pages e0261120.
Crossref
Crossref
Cevriye ERGÜL, Meral Çilem ÖKCÜN AKÇAMUŞ, Gözde AKOĞLU, Burcu KILIÇ & Ergül DEMİR. (2021) İlkokul Çocuklarına Yönelik Geliştirilmiş Okuma Yazma Değerlendirme Bataryasının (OYAB) Geçerlik ve Güvenirlik ÇalışmasıA Study on Validity and Reliability of the Literacy Assessment Battery (LAB) Developed for Primary School Children. Ana Dili Eğitimi Dergisi 9:3, pages 740-770.
Crossref
Crossref
Cally Ardington, Gabrielle Wills, Elizabeth Pretorius, Nompumelelo Mohohlwane & Alicia Menendez. (2021) Benchmarking oral reading fluency in the early grades in Nguni languages. International Journal of Educational Development 84, pages 102433.
Crossref
Crossref
Ethan R. Van Norman & Peter M. Nelson. (2019) An Evaluation of the Use of Seasonal Goal Lines to Improve the Accuracy of Curriculum-Based Measurement of Reading Decision Rule Recommendations. Assessment for Effective Intervention 46:3, pages 167-177.
Crossref
Crossref
Lauren Menard. 2021. Handbook of Research on Critical Issues in Special Education for School Rehabilitation Practices. Handbook of Research on Critical Issues in Special Education for School Rehabilitation Practices
278
303
.
Mona Sameeh Khodeir, Safaa Refaat El-Sady & Huda Abd El-Razek Mohammed. (2020) The prevalence of psychiatric comorbid disorders among children with specific learning disorders: a systematic review. The Egyptian Journal of Otolaryngology 36:1.
Crossref
Crossref
Matthew K. Burns, Kathrin E. Maki, Kristy L. Brann, Jennifer J. McComas & Lori A. Helman. (2020) Comparison of Reading Growth Among Students With Severe Reading Deficits Who Received Intervention to Typically Achieving Students and Students Receiving Special Education. Journal of Learning Disabilities 53:6, pages 444-453.
Crossref
Crossref
Samantha A. Gesel & Christopher J. Lemons. (2020) Comparing Schedules of Progress Monitoring Using Curriculum-Based Measurement in Reading: A Replication Study. Exceptional Children 87:1, pages 92-112.
Crossref
Crossref
Matthew K. Burns, Lisa N. Aguilar & Crystal N. Taylor. 2020. The Cambridge Handbook of Applied School Psychology. The Cambridge Handbook of Applied School Psychology
102
119
.
. 2020. The Cambridge Handbook of Applied School Psychology. The Cambridge Handbook of Applied School Psychology.
Kalie VanMeveren, David Hulac & Sarah Wollersheim-Shervey. (2018) Universal Screening Methods and Models: Diagnostic Accuracy of Reading Assessments. Assessment for Effective Intervention 45:4, pages 255-265.
Crossref
Crossref
Kristin N. Johnson, Kenneth L. Thompson & Ryan L. Farmer. (2020) Determining Growth Sensitivity of Star Math With a Latent Growth Curve Model. Canadian Journal of School Psychology 35:3, pages 197-209.
Crossref
Crossref
Gregory J. Benner, Kristine Jolivette & Andrea Baylin. (2020) The Differential Responsiveness of Youth with Emotional and Behavioral Disorders and Learning Disabilities to Intensive Remedial Reading Instruction. Education and Treatment of Children 43:1, pages 95-107.
Crossref
Crossref
Kelly M. Schieltz, David P. Wacker, Alyssa N. Suess, Jessica E. Graber, Nicole H. Lustig & Jessica Detrick. (2019) Evaluating the Effects of Positive Reinforcement, Instructional Strategies, and Negative Reinforcement on Problem Behavior and Academic Performance: an Experimental Analysis. Journal of Developmental and Physical Disabilities 32:2, pages 339-363.
Crossref
Crossref
Marissa J. Filderman, Christy R. Austin & Jessica R. Toste. (2019) Data-Based Decision Making for Struggling Readers in the Secondary Grades. Intervention in School and Clinic 55:1, pages 3-12.
Crossref
Crossref
Alana Oif Telesman, Moira Konrad, Gwendolyn Cartledge, Ralph GardnerIIIIII & Morris CouncilIIIIII. (2018) Preventing Reading Failure for First-Grade Students in an Urban School. The Journal of Special Education 53:2, pages 85-95.
Crossref
Crossref
Yaacov Petscher, Emily J. Solari & Hugh W. Catts. (2019) Conditional Longitudinal Relations of Elementary Literacy Skills to High School Reading Comprehension. Journal of Learning Disabilities 52:4, pages 324-336.
Crossref
Crossref
Qi Zhou, Brad A. Dufrene, Sterett H. Mercer, D. Joe Olmi & Daniel H. Tingstom. (2019) Parent‐implemented reading interventions within a response to intervention framework. Psychology in the Schools 56:7, pages 1139-1156.
Crossref
Crossref
Ethan R. Van Norman & Peter M. Nelson. (2019) The influence of trend estimation method on forecasting curriculum-based measurement of reading performance. Journal of School Psychology 74, pages 44-57.
Crossref
Crossref
Joseph F. T. Nese, Dan Farley & Daniel Anderson. (2019) Educator‐Reported Instructional Characteristics of Grade 1 Reading Interventions within a CBM Assessment System. Learning Disabilities Research & Practice 34:2, pages 97-109.
Crossref
Crossref
Ethan R. Van Norman, David A. Klingbeil & Katherine E. McLendon. (2018) The Influence of Measurement Error Associated With Oral Reading Progress Monitoring Measures on the Consistency and Accuracy of Nonparametric Single-Case Design Effect Size Outcomes. Remedial and Special Education 40:2, pages 97-111.
Crossref
Crossref
Maitreyee Bose, Nidhi Kohli, Kirsten W. Newell & Theodore J. Christ. (2019) Response to intervention: Empirical demonstration of a dual-discrepancy population via random effects mixture models. Learning and Individual Differences 71, pages 23-30.
Crossref
Crossref
Florian Klapproth. (2018) Biased predictions of students’ future achievement: An experimental study on pre-service teachers’ interpretation of curriculum-based measurement graphs. Studies in Educational Evaluation 59, pages 67-75.
Crossref
Crossref
David C. Parker, Ethan Van Norman & Peter M. Nelson. (2018) Decision Rules for Progress Monitoring in Reading: Accuracy during a Large‐Scale Tier II Intervention. Learning Disabilities Research & Practice 33:4, pages 219-228.
Crossref
Crossref
Natalie Förster, Elisabeth Kawohl & Elmar Souvignier. (2018) Short- and long-term effects of assessment-based differentiated reading instruction in general education on reading fluency and reading comprehension. Learning and Instruction 56, pages 98-109.
Crossref
Crossref
Peter M. Nelson, Ethan R. Van Norman & David C. Parker. (2018) An examination of student reading outcomes following tier II exit decisions. Journal of School Psychology 68, pages 142-153.
Crossref
Crossref
Kaitlin Bundock, Breda V. O’Keeffe, Kristen Stokes & Kristin Kladis. (2018) Strategies for Minimizing Variability in Progress Monitoring of Oral Reading Fluency. TEACHING Exceptional Children 50:5, pages 273-281.
Crossref
Crossref
Ethan R. Van Norman & David C. Parker. (2017) A Comparison of Common and Novel Curriculum-Based Measurement of Reading Decision Rules to Predict Spring Performance for Students Receiving Supplemental Interventions. Assessment for Effective Intervention 43:2, pages 110-120.
Crossref
Crossref
Siuman Chung, Christine A. Espin & Claire E. Stevenson. (2017) CBM maze-scores as indicators of reading level and growth for seventh-grade students. Reading and Writing 31:3, pages 627-648.
Crossref
Crossref
John M. Hintze, Craig S. Wells, Amanda M. Marcotte & Benjamin G. Solomon. (2017) Decision-Making Accuracy of CBM Progress-Monitoring Data. Journal of Psychoeducational Assessment 36:1, pages 74-81.
Crossref
Crossref
Theodore J. Christ & Christopher David Desjardins. (2017) Curriculum-Based Measurement of Reading: An Evaluation of Frequentist and Bayesian Methods to Model Progress Monitoring Data. Journal of Psychoeducational Assessment 36:1, pages 55-73.
Crossref
Crossref
Nathalie Myara. (2019) RECENSION DES ÉCRITS SUR LES PLANS D’INTERVENTION (PI) SCOLAIRES DANS UNE PERSPECTIVE HISTORIQUE ET ÉVOLUTIVE. McGill Journal of Education 53:3.
Crossref
Crossref
Todd A. Glover. 2018. Handbook of Accessible Instruction and Testing Practices. Handbook of Accessible Instruction and Testing Practices
157
166
.
David A. Klingbeil, Ethan R. Van Norman & Peter M. Nelson. (2017) Precision of Curriculum-Based Measurement Reading Data: Considerations for Multiple-Baseline Designs. Journal of Behavioral Education 26:4, pages 433-451.
Crossref
Crossref
Joseph Jenkins, Margaret Schulze, Allison Marti & Allen G. Harbaugh. (2017) Curriculum-Based Measurement of Reading Growth: Weekly Versus Intermittent Progress Monitoring. Exceptional Children 84:1, pages 42-54.
Crossref
Crossref
Kirsten W. Newell & Theodore J. Christ. (2017) Novice Interpretations of Progress Monitoring Graphs: Extreme Values and Graphical Aids. Assessment for Effective Intervention 42:4, pages 224-236.
Crossref
Crossref
Breda V. O’Keeffe, Kaitlin Bundock, Kristin L. Kladis, Rui Yan & Kat Nelson. (2017)
Variability in
DIBELS Next
Progress Monitoring Measures for Students at Risk for Reading Difficulties
. Remedial and Special Education 38:5, pages 272-283.
Crossref
Crossref
Paula Marisa Fortunato Vaz, Ana Paula Lou??o Martins & Lu?s De Miranda Correia. (2017) Monitoriza??o do progresso do aluno na identifica??o de risco na leitura. Cadernos de Pesquisa 47:164, pages 612-630.
Crossref
Crossref
Peter M. Nelson, Ethan R. Van Norman & Theodore J. Christ. (2016) Visual Analysis Among Novices: Training and Trend Lines as Graphic Aids. Contemporary School Psychology 21:2, pages 93-102.
Crossref
Crossref
Brian K. Martens, Robin S. Codding & Samantha J. Sallade. 2017. Applied Behavior Analysis Advanced Guidebook. Applied Behavior Analysis Advanced Guidebook
167
195
.
Scott P. Ardoin, Katherine S. Binder, Tori E. Foster & Andrea M. Zawoyski. (2016) Repeated versus wide reading: A randomized control design study examining the impact of fluency interventions on underlying reading behavior. Journal of School Psychology 59, pages 13-38.
Crossref
Crossref
Prerna G. Arora, Elizabeth H. Connors, Melissa W. George, Aaron R. Lyon, Courtney B. Wolk & Mark D. Weist. (2016) Advancing Evidence-Based Assessment in School Mental Health: Key Priorities for an Applied Research Agenda. Clinical Child and Family Psychology Review 19:4, pages 271-284.
Crossref
Crossref
Ethan R. Van Norman & David C. Parker. (2016) An Evaluation of the Linearity of Curriculum‐Based Measurement of Oral Reading (CBM‐R) Progress Monitoring Data: Idiographic Considerations. Learning Disabilities Research & Practice 31:4, pages 199-207.
Crossref
Crossref
Ethan R. Van Norman & Theodore J. Christ. (2016) How accurate are interpretations of curriculum-based measurement progress monitoring data? Visual analysis versus decision rules. Journal of School Psychology 58, pages 41-55.
Crossref
Crossref
Elizabeth J. Pretorius & Nic Spaull. (2016) Exploring relationships between oral reading fluency and reading comprehension amongst English second language readers in South Africa. Reading and Writing 29:7, pages 1449-1471.
Crossref
Crossref
Julianna Alitto, Christine K. Malecki, Samantha Coyle & Alecia Santuzzi. (2016) Examining the effects of adult and peer mediated goal setting and feedback interventions for writing: Two studies. Journal of School Psychology 56, pages 89-109.
Crossref
Crossref
Jennifer Gilbert, Yaacov Petscher, Donald L. Compton & Chris Schatschneider. (2016) Consequences of Misspecifying Levels of Variance in Cross-Classified Longitudinal Data Structures. Frontiers in Psychology 7.
Crossref
Crossref
AN Thakkar, S Karande, N Bala, H Sant, NJ Gogtay & R Sholapurwala. (2016) Is anxiety more common in school students with newly diagnosed specific learning disabilities? A cross-sectional questionnaire-based study in Mumbai, Maharashtra, India. Journal of Postgraduate Medicine 62:1, pages 12-19.
Crossref
Crossref
Gerald Tindal, Joseph F. T. Nese, Joseph J. Stevens & Julie Alonzo. (2015) Growth on Oral Reading Fluency Measures as a Function of Special Education and Measurement Sufficiency. Remedial and Special Education 37:1, pages 28-40.
Crossref
Crossref
Karen Riley, Gloria E. Miller & Carly Sorenson. 2016. Early Childhood Assessment in School and Clinical Child Psychology. Early Childhood Assessment in School and Clinical Child Psychology
95
117
.
Kristi L. Santi, Christopher Barr, Shiva Khalaf & David J. Francis. 2016. The Fluency Construct. The Fluency Construct
223
265
.
Matthew K. Burns, Benjamin Silberglitt, Theodore J. Christ, Kimberly A. Gibbons & Melissa Coolong-Chaffin. 2016. The Fluency Construct. The Fluency Construct
123
140
.
Doug Marston, Matthew Lau, Paul Muyskens & Jennifer Wilson. 2016. Handbook of Response to Intervention. Handbook of Response to Intervention
677
692
.
David A. Klingbeil, Tera L. Bradley & Jennifer J. McComas. 2016. Handbook of Response to Intervention. Handbook of Response to Intervention
343
360
.
Chung-Hau Fan & Paul R. Hansmann. (2015) Applying Generalizability Theory for Making Quantitative RTI Progress-Monitoring Decisions. Assessment for Effective Intervention 40:4, pages 205-215.
Crossref
Crossref
Deborah Schneider & Nancy Mather. 2014. The Encyclopedia of Clinical Psychology. The Encyclopedia of Clinical Psychology
1
8
.
Brian K. Martens, Edward J. DalyIIIIII & Scott P. Ardoin. 2015. Clinical and Organizational Applications of Applied Behavior Analysis. Clinical and Organizational Applications of Applied Behavior Analysis
125
150
.
Tara C. Raines, Jennifer Twyford & Erin Dowdy. 2015. Guide to Psychological Assessment with African Americans. Guide to Psychological Assessment with African Americans
275
287
.
Amy E. Barth, Karla K. Stuebing, Jack M. Fletcher, Carolyn A. Denton, Sharon Vaughn & David Francis. (2014) The Effect of Reading Duration on the Reliability and Validity of Middle School Students’ ORF Performance. Assessment for Effective Intervention 40:1, pages 53-64.
Crossref
Crossref
Adrea J. Truckenmiller, Tanya L. Eckert, Robin S. Codding & Yaacov Petscher. (2014) Evaluating the impact of feedback on elementary aged students' fluency growth in written expression: A randomized controlled trial. Journal of School Psychology 52:6, pages 531-548.
Crossref
Crossref
Mary Klehm. (2014) The Effects of Teacher Beliefs on Teaching Practices and Achievement of Students With Disabilities. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 37:3, pages 216-240.
Crossref
Crossref
Margaret Gessler Werts, Ellen Stahl Carpenter & Caitlin Fewell. (2017) Barriers and Benefits to Response to Intervention: Perceptions of Special Education Teachers. Rural Special Education Quarterly 33:2, pages 3-11.
Crossref
Crossref
Trisha D. Steinbrecher, James P. Selig, Joanna Cosbey & Beata I. Thorstensen. (2014) Evaluating Special Educator Effectiveness. Exceptional Children 80:3, pages 323-336.
Crossref
Crossref
Salomi Papadima-Sophocleous & Marina Charalambous. (2014) Impact of iPod Touch-Supported Repeated Reading on the English Oral Reading Fluency of L2 students with Specific Learning Difficulties. The EuroCALL Review 22:1, pages 47.
Crossref
Crossref
Ryan J. McGill & R. T. Busse. (2014) An Evaluation of Multiple Single-Case Outcome Indicators Using Convergent Evidence Scaling. Contemporary School Psychology 18:1, pages 13-23.
Crossref
Crossref
Anne W. Todd, Bob Algozzine, Robert H. Horner & Kate Algozzine. 2013. Encyclopedia of Special Education. Encyclopedia of Special Education.
Stephen P. Kilgus, T. Chris Riley-Tillman, Sandra M. Chafouleas, Theodore J. Christ & Megan E. Welsh. (2014) Direct behavior rating as a school-based behavior universal screener: Replication across sites. Journal of School Psychology 52:1, pages 63-82.
Crossref
Crossref
Emily J. Solari, Terese C. Aceves, Ignacio Higareda, Cara Richards‐Tutor, Alexis L. Filippini, Michael M. Gerber & Jill Leafstedt. (2013) LONGITUDINAL PREDICTION OF 1ST AND 2ND GRADE ENGLISH ORAL READING FLUENCY IN ENGLISH LANGUAGE LEARNERS: WHICH EARLY READING AND LANGUAGE SKILLS ARE BETTER PREDICTORS?. Psychology in the Schools 51:2, pages 126-142.
Crossref
Crossref
Tracey N. Sulak. (2013) Using CBM to Identify Advanced Learners in the General Education Classroom. Gifted Child Today 37:1, pages 25-31.
Crossref
Crossref
Jeanne Wanzek, Stephanie Al Otaiba & Yaacov Petscher. (2014) Oral Reading Fluency Development for Children with Emotional Disturbance or Learning Disabilities. Exceptional Children 80:2, pages 187-204.
Crossref
Crossref
Steven J. Amendum & Jill Fitzgerald. (2013) Does Structure of Content Delivery or Degree of Professional Development Support Matter for Student Reading Growth in High-Poverty Settings?. Journal of Literacy Research 45:4, pages 465-502.
Crossref
Crossref
Ethan R. Van Norman, Peter M. Nelson, Jae-Eun Shin & Theodore J. Christ. (2013) An Evaluation of the Effects of Graphic Aids in Improving Decision Accuracy in a Continuous Treatment Design. Journal of Behavioral Education 22:4, pages 283-301.
Crossref
Crossref
Joseph F.T. Nese, Gina Biancarosa, Kelli Cummings, Patrick Kennedy, Julie Alonzo & Gerald Tindal. (2013) In search of average growth: Describing within-year oral reading fluency growth across Grades 1–8. Journal of School Psychology 51:5, pages 625-642.
Crossref
Crossref
Karen L. Sandberg Patton & Amy L. Reschly. (2013) USING CURRICULUM-BASED MEASUREMENT TO EXAMINE SUMMER LEARNING LOSS. Psychology in the Schools 50:7, pages 738-753.
Crossref
Crossref
Theodore J. Christ, Barbara D. Monaghen, Cengiz Zopluoglu & Ethan R. Van Norman. (2012) Curriculum-Based Measurement of Oral Reading. Assessment for Effective Intervention 38:3, pages 139-153.
Crossref
Crossref
Yaacov Petscher, Kelli Dawn Cummings, Gina Biancarosa & Hank Fien. (2012) Advanced (Measurement) Applications of Curriculum-Based Measurement in Reading. Assessment for Effective Intervention 38:2, pages 71-75.
Crossref
Crossref
Akihito Kamata, Joseph F. T. Nese, Chalie Patarapichayatham & Cheng-Fei Lai. (2012) Modeling Nonlinear Growth With Three Data Points. Assessment for Effective Intervention 38:2, pages 105-116.
Crossref
Crossref
Gerald Tindal. (2013) Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present. ISRN Education 2013, pages 1-29.
Crossref
Crossref
Theodore J. Christ, Cengiz Zopluoglu, Barbara D. Monaghen & Ethan R. Van Norman. (2013) Curriculum-Based Measurement of Oral Reading: Multi-study evaluation of schedule, duration, and dataset quality on progress monitoring outcomes. Journal of School Psychology 51:1, pages 19-57.
Crossref
Crossref
Scott P. Ardoin, Theodore J. Christ, Laura S. Morena, Damien C. Cormier & David A. Klingbeil. (2013) A systematic review and summarization of the recommendations and research surrounding Curriculum-Based Measurement of oral reading fluency (CBM-R) decision rules. Journal of School Psychology 51:1, pages 1-18.
Crossref
Crossref
Sunil Karande & Rohini Venkataraman. (2013) Impact of co‑morbid attention‑deficit/hyperactivity disorder on self‑perceived health‑related quality‑of‑life of children with specific learning disability. Indian Journal of Psychiatry 55:1, pages 52.
Crossref
Crossref
Richard I. Parker, Kimberly J. Vannest, John L. Davis & Nathan H. Clemens. (2010) Defensible Progress Monitoring Data for Medium- and High-Stakes Decisions. The Journal of Special Education 46:3, pages 141-151.
Crossref
Crossref
William J. Therrien, James F. Kirk & Suzanne Woods-Groves. (2011) Comparison of a Reading Fluency Intervention With and Without Passage Repetition on Reading Achievement. Remedial and Special Education 33:5, pages 309-319.
Crossref
Crossref
Kimberly J. Vannest, Richard I. Parker, John L. Davis, Denise A. Soares & Stacey L. Smith. (2017) The Theil–Sen Slope for High-Stakes Decisions from Progress Monitoring. Behavioral Disorders 37:4, pages 271-280.
Crossref
Crossref
Seungsoo Yeo, Jamie Y. Fearrington & Theodore J. Christ. (2011) Relation Between CBM-R and CBM-mR Slopes. Assessment for Effective Intervention 37:3, pages 147-158.
Crossref
Crossref
Theodore J. Christ, Cengiz Zopluoglu, Jeffery D. Long & Barbara D. Monaghen. (2012) Curriculum-Based Measurement of Oral Reading: Quality of Progress Monitoring Outcomes. Exceptional Children 78:3, pages 356-373.
Crossref
Crossref
Melissa M. Allen, Teresa A. Ukrainetz & Alisa L. Carswell. (2012) The Narrative Language Performance of Three Types of At-Risk First-Grade Readers. Language, Speech, and Hearing Services in Schools 43:2, pages 205-221.
Crossref
Crossref
Joseph F. T. Nese, Gina Biancarosa, Daniel Anderson, Cheng-Fei Lai, Julie Alonzo & Gerald Tindal. (2011) Within-year oral reading fluency with CBM: a comparison of models. Reading and Writing 25:4, pages 887-915.
Crossref
Crossref
Sarah E. Scholin & Matthew K. Burns. (2012) Relationship between pre‐intervention data and post‐intervention reading fluency and growth: A meta‐analysis of assessment data for individual students. Psychology in the Schools 49:4, pages 385-398.
Crossref
Crossref
Doris Luft Baker, Yonghan Park & Scott K. Baker. (2010) The reading performance of English learners in grades 1–3: the role of initial status and growth on reading fluency in Spanish and English. Reading and Writing 25:1, pages 251-281.
Crossref
Crossref
Katherine W. Price, Randy G. Floyd, Thomas K. Fagan & Kelly Smithson. (2011) Journal article citation classics in school psychology: Analysis of the most cited articles in five school psychology journals. Journal of School Psychology 49:6, pages 649-667.
Crossref
Crossref
Lenwood GibsonJr.Jr., Gwendolyn Cartledge & Starr E. Keyes. (2011) A Preliminary Investigation of Supplemental Computer-Assisted Reading Instruction on the Oral Reading Fluency and Comprehension of First-Grade African American Urban Students. Journal of Behavioral Education 20:4, pages 260-282.
Crossref
Crossref
Amber Gove & Anna WetterbergMarcia Davidson, Medina Korda & Ollie White Collins. 2011. The Early Grade Reading Assessment: Applications and Interventions to Improve Basic Literacy. The Early Grade Reading Assessment: Applications and Interventions to Improve Basic Literacy
113
139
.
Sharon Vaughn, Jade Wexler, Greg Roberts, Amy A. Barth, Paul T. Cirino, Melissa A. Romain, David Francis, Jack Fletcher & Carolyn A. Denton. (2011) Effects of Individualized and Standardized Interventions on Middle School Students with Reading Disabilities. Exceptional Children 77:4, pages 391-407.
Crossref
Crossref
Joseph F. T. Nese, Bitnara Jasmine Park, Julie Alonzo & Gerald Tindal. (2011) Applied Curriculum-Based Measurement as a Predictor of High-Stakes Assessment: Implications for Researchers and Teachers. The Elementary School Journal 111:4, pages 608-624.
Crossref
Crossref
Deborah L. Speece, Christopher Schatschneider, Rebecca Silverman, Lisa Pericola Case, David H. Cooper & Dawn M. Jacobs. (2011) Identification of Reading Problems in First Grade Within a Response-to-Intervention Framework. The Elementary School Journal 111:4, pages 585-607.
Crossref
Crossref
Sterett H. Mercer, Leah M. Nellis, Rebecca S. Martínez & Megan Kirk. (2011) Supporting the students most in need: Academic self-efficacy and perceived teacher support in relation to within-year academic growth. Journal of School Psychology 49:3, pages 323-338.
Crossref
Crossref
. 2011. Learning and Attention Disorders in Adolescence and Adulthood. Learning and Attention Disorders in Adolescence and Adulthood
161
187
.
Joseph Jenkins & Kari J. Terjeson. (2011) Monitoring Reading Growth: Goal Setting, Measurement Frequency, and Methods of Evaluation. Learning Disabilities Research & Practice 26:1, pages 28-35.
Crossref
Crossref
S Karande & S Kuril. (2011) Impact of parenting practices on parent-child relationships in children with specific learning disability. Journal of Postgraduate Medicine 57:1, pages 20-30.
Crossref
Crossref
Maria Oddo, David W. Barnett, Renee O. Hawkins & Shobana Musti‐Rao. (2010) Reciprocal peer tutoring and repeated reading: Increasing practicality using student groups. Psychology in the Schools 47:8, pages 842-858.
Crossref
Crossref
Mary Beth Calhoon, Alexia Sandow & Charles V. Hunter. (2010) Reorganizing the instructional reading components: could there be a better way to design remedial reading programs to maximize middle school students with reading disabilities’ response to treatment?. Annals of Dyslexia 60:1, pages 57-85.
Crossref
Crossref
Matthew K. BurnsSarah E. Scholin, Stacey Kosciolek & Judy Livingston. (2010) Reliability of Decision-Making Frameworks for Response to Intervention for Reading. Journal of Psychoeducational Assessment 28:2, pages 102-114.
Crossref
Crossref
Marjorie Montague, Randall D. Penfield, Craig Enders & Jia Huang. (2010) Curriculum-based measurement of math problem solving: A methodology and rationale for establishing equivalence of scores. Journal of School Psychology 48:1, pages 39-52.
Crossref
Crossref
Stephanie Al Otaiba, Mary Beth Calhoon & Jeanne Wanzek. 2010. Literacy and Learning. Literacy and Learning
1
28
.
Erica S. Lembke, Kristen L. McMaster & Pamela M. Stecker. (2009) The prevention science of reading research within a Response‐to‐Intervention model. Psychology in the Schools 47:1, pages 22-35.
Crossref
Crossref
Danielle L. Linklater, Rollanda E. O'Connor & Gregory J. Palardy. (2009) Kindergarten literacy assessment of English Only and English language learner students: An examination of the predictive validity of three phonemic awareness measures. Journal of School Psychology 47:6, pages 369-394.
Crossref
Crossref
Sunil Karande & Kirankumar Bhosrekar. (2009) Impact of attention-deficit/hyperactivity disorder on health-related quality-of-life of specific learning disability children. The Indian Journal of Pediatrics 76:11, pages 1119-1124.
Crossref
Crossref
Renáta Tichá, Christine A. Espin & Miya Miura Wayman. (2009) Reading Progress Monitoring for Secondary‐School Students: Reliability, Validity, and Sensitivity to Growth of Reading‐Aloud and Maze‐Selection Measures. Learning Disabilities Research & Practice 24:3, pages 132-142.
Crossref
Crossref
S. Karande, K. Bhosrekar, M. Kulkarni & A. Thakker. (2008) Health-related Quality of Life of Children with Newly Diagnosed Specific Learning Disability. Journal of Tropical Pediatrics 55:3, pages 160-169.
Crossref
Crossref
Pamela J. VeselyNancy L. Gryder. (2009) Word of the Day Improves and Redirects Student Attention While Supporting Vocabulary Development. Intervention in School and Clinic 44:5, pages 282-287.
Crossref
Crossref
Suzanne B. Graney, Kristen N. Missall, Rebecca S. Martínez & Melissa Bergstrom. (2009) A preliminary investigation of within-year growth patterns in reading and mathematics curriculum-based measures. Journal of School Psychology 47:2, pages 121-142.
Crossref
Crossref
Cecil ForeIIIIIIRichard T. Boon, Mack D. Burke & Christopher Martin. (2008) Validating Curriculum-Based Measurement for Students With Emotional and Behavioral Disorders in Middle School. Assessment for Effective Intervention 34:2, pages 67-73.
Crossref
Crossref
Kevin M. Jones, Katherine F. Wickstrom, Amity L. Noltemeyer, Shelaina M. Brown, Jeffrey R. Schuka & William J. Therrien. (2009) An Experimental Analysis of Reading Fluency. Journal of Behavioral Education 18:1, pages 35-55.
Crossref
Crossref
Joseph Betts, Mary Pickart & Dave Heistad. (2009) An investigation of the psychometric evidence of CBM-R passage equivalence: Utility of readability statistics and equating for alternate forms. Journal of School Psychology 47:1, pages 1-17.
Crossref
Crossref
S Karande & S Kulkarni. (2009) Quality of life of parents of children with newly diagnosed specific learning disability. Journal of Postgraduate Medicine 55:2, pages 97-103.
Crossref
Crossref
Amanda Kloo & Naomi Zigmond. 2009. Policy and Practice. Policy and Practice
67
105
.
Paul Muyskens, Joseph Betts, Matthew Y. Lau & Doug Marston. (2014) Predictive Validity of Curriculum-Based Measures in the Reading Assessment of Students who are English Language Learners. The California School Psychologist 14:1, pages 11-21.
Crossref
Crossref
Maureen Conroy, Kevin Sutherland, Todd Haydon, Melissa Stormont & Jennifer Harmon. (2008) Preventing and ameliorating young children's chronic problem behaviors: An ecological classroom‐based approach. Psychology in the Schools 46:1, pages 3-17.
Crossref
Crossref
Cynthia S. PuranikYaacov Petscher, Stephanie Al Otaiba, Hugh W. Catts & Christopher J. Lonigan. (2008) Development of Oral Reading Fluency in Children With Speech or Language Impairments. Journal of Learning Disabilities 41:6, pages 545-560.
Crossref
Crossref
Mary Beth Calhoon. (2008) Curriculum-Based Measurement for Mathematics at the High School Level. Assessment for Effective Intervention 33:4, pages 234-239.
Crossref
Crossref
Erica S. LembkeAnne Foegen, Tiffany A. Whittaker & David Hampton. (2008) Establishing Technically Adequate Measures of Progress in Early Numeracy. Assessment for Effective Intervention 33:4, pages 206-214.
Crossref
Crossref
Suzanne Bamonto Graney. (2008) General education teacher judgments of their low‐performing students' short‐term reading progress. Psychology in the Schools 45:6, pages 537-549.
Crossref
Crossref
최종근. (2008) A Study on the Meaning of Goal Setting and Effects of Intervention within Curriculum-Based Measurement. Asian Journal of Education 9:2, pages 89-112.
Crossref
Crossref
Holly M. MenziesJennifer N. Mahdavi & James L. Lewis. (2008) Early Intervention in Reading. Remedial and Special Education 29:2, pages 67-77.
Crossref
Crossref
Deborah L. Speece & Sara J. Hines. (2008) Identifying Children Who Require Different Instruction in a Response to Instruction Framework. Perspectives on Language Learning and Education 15:1, pages 34-40.
Crossref
Crossref
Gregory J. Benner, J. Ron Nelson, Jill H. Allor, Paul Mooney & Tao Dai. (2007) Academic Processing Speed Mediates the Influence of Both Externalizing Behavior and Language Skills on the Academic Skills of Students with Emotional Disturbance. Journal of Behavioral Education 17:1, pages 63-78.
Crossref
Crossref
Brian R. Bryant, Diane Pedrotty Bryant, Caroline Kethley, Sun A. Kim, Cathy Pool & You-Jin Seo. (2008) Preventing Mathematics Difficulties in the Primary Grades: The Critical Features of Instruction in Textbooks as Part of the Equation. Learning Disability Quarterly 31:1, pages 21-35.
Crossref
Crossref
M.‐P. Tsuei. (2007) A web‐based curriculum‐based measurement system for class‐wide ongoing assessment. Journal of Computer Assisted Learning 24:1, pages 47-60.
Crossref
Crossref
Donna Gilbertson & Scot Ferre. (2008) Considerations in the identification, assessment, and intervention process for deaf and hard of hearing students with reading difficulties. Psychology in the Schools 45:2, pages 104-120.
Crossref
Crossref
Romilia Domínguez De Ramírez & Edward S. Shapiro. (2007) Cross‐language relationship between Spanish and English oral reading fluency among Spanish‐speaking English language learners in bilingual education classrooms. Psychology in the Schools 44:8, pages 795-806.
Crossref
Crossref
Benjamin Silberglitt & John M. Hintze. (2016) How Much Growth Can We Expect? A Conditional Analysis of R—CBM Growth Rates by Level of Performance. Exceptional Children 74:1, pages 71-84.
Crossref
Crossref
Miya Miura WaymanTeri Wallace, Hilda Ives Wiley, Renáta Tichá & Christine A. Espin. (2016) Literature Synthesis on Curriculum-Based Measurement in Reading. The Journal of Special Education 41:2, pages 85-120.
Crossref
Crossref
Valerie J. Gortmaker, Edward J. DalyIIIIII, Merilee McCurdy, Michael J. Persampieri & Melanie Hergenrader. (2013) IMPROVING READING OUTCOMES FOR CHILDREN WITH LEARNING DISABILITIES: USING BRIEF EXPERIMENTAL ANALYSIS TO DEVELOP PARENT‐TUTORING INTERVENTIONS. Journal of Applied Behavior Analysis 40:2, pages 203-221.
Crossref
Crossref
Sharon Vaughn & Greg Roberts. (2007) Secondary Interventions in Reading; Providing Additional Instruction for Students at Risk. TEACHING Exceptional Children 39:5, pages 40-46.
Crossref
Crossref
Kevin S. SutherlandAngela Snyder. (2016) Effects of Reciprocal Peer Tutoring and Self-Graphing on Reading Fluency and Classroom Behavior of Middle School Students With Emotional or Behavioral Disorders. Journal of Emotional and Behavioral Disorders 15:2, pages 103-118.
Crossref
Crossref
Theodore J. Christ & John M. Hintze. 2007. Handbook of Response to Intervention. Handbook of Response to Intervention
93
105
.
Joseph F. Kovaleski. 2007. Handbook of Response to Intervention. Handbook of Response to Intervention
80
89
.
Kristen L. McMaster & Dana Wagner. 2007. Handbook of Response to Intervention. Handbook of Response to Intervention
223
233
.
Anne G. Bishop & Martha B. League. (2016) Identifying a Multivariate Screening Model to Predict Reading Difficulties at the Onset of Kindergarten: A Longitudinal Analysis. Learning Disability Quarterly 29:4, pages 235-252.
Crossref
Crossref
Carolyn A. Denton, Jack M. Fletcher, Jason L. Anthony & David J. Francis. (2016) An Evaluation of Intensive Intervention for Students with Persistent Reading Difficulties. Journal of Learning Disabilities 39:5, pages 447-466.
Crossref
Crossref
Madhuri Kulkarni, Sunil Karande, Anjana Thadhani, Hetal Maru & Rukhshana Sholapurwala. (2006) Educational provisions and learning disability. The Indian Journal of Pediatrics 73:9, pages 789-793.
Crossref
Crossref
James B. Hale, Alan Kaufman, Jack A. Naglieri & Kenneth A. Kavale. (2006) Implementation of IDEA: Integrating response to intervention and cognitive assessment methods. Psychology in the Schools 43:7, pages 753-770.
Crossref
Crossref
Kristen L. McMaster, Miya Miura Wayman & Marisa Cao. (2016) Monitoring the Reading Progress of Secondary-Level English Learners: Technical Features of Oral Reading and Maze Tasks. Assessment for Effective Intervention 31:4, pages 17-31.
Crossref
Crossref
Scott P. Ardoin. (2006) The response in response to intervention: Evaluating the utility of assessing maintenance of intervention effects. Psychology in the Schools 43:6, pages 713-725.
Crossref
Crossref
Displaying 200 of 227 citing articles. Use the download link below to view the full list of citing articles.
Download full citations list