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Robin S. Codding, Gena Nelson, Allyson J. Kiss, Jaehyun Shin, Abigail Goodridge & Jiyung Hwang. (2023) A Meta-Analysis of the Relations Between Curriculum-Based Measures in Mathematics and Criterion Measures. School Psychology Review 0:0, pages 1-16.
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Margaret M. Flores, Vanessa M. Hinton & Megan E. Burton. (2016) Teaching Problem Solving to Students Receiving Tiered Interventions Using the Concrete-Representational-Abstract Sequence and Schema-Based Instruction. Preventing School Failure: Alternative Education for Children and Youth 60:4, pages 345-355.
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AshaK. Jitendra, MichaelP. George, Sheetal Sood & Kelly Price. (2009) Schema-Based Instruction: Facilitating Mathematical Word Problem Solving for Students with Emotional and Behavioral Disorders. Preventing School Failure: Alternative Education for Children and Youth 54:3, pages 145-151.
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Zhichun Liu & G. Curt Fulwider. 2023. Games as Stealth Assessments. Games as Stealth Assessments
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Zhongtian Ji & Kan Guo. (2023) The association between working memory and mathematical problem solving: A three-level meta-analysis. Frontiers in Psychology 14.
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Airi Hakkarainen, Reinie Cordier, Lauren Parsons, Sangwon Yoon, Anu Laine, Pirjo Aunio & Renée Speyer. (2023) A systematic review of functional numeracy measures for 9–12 -year-olds: Validity and reliability evidence. International Journal of Educational Research 119, pages 102172.
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Garret J. Hall, David Kaplan & Craig A. Albers. (2022) Capturing Multiple Sources of Change on Triannual Math Screeners in Elementary School. Learning Disabilities Research & Practice 37:4, pages 262-279.
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Robin S. Codding, Peter M. Nelson, David C. Parker, Rebecca Edmunds & Jenna Klaft. (2022) Examining the impact of a tutoring program implemented with community support on math proficiency and growth. Journal of School Psychology 90, pages 82-93.
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Dominic Voyer, Marie-Pier Forest & Isabelle Beaudoin. (2022) L’enseignement des inférences : une intervention en lecture qui favorise l’habileté en résolution de problèmes écrits mathématiquesTeaching inferences: Facilitating mathematical word problem solving through reading interventionLa enseñanza de inferencias: una intervención en lectura para favorecer la habilidad en resolución de problemas matemáticos escritos. Revue des sciences de l'éducation 48:2.
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منى بنت ناصر بن علي الغافرية, محمود محمد إمام & إيهاب محمد نجيب عمارة. (2021) الدقة التشخيصية لقياسات المفاهيم والتطبيقات الرياضية القائمة على المنهج في فرز صعوبات تعلم الرياضيات في الصف الرابع الأساسي. Journal of Educational Sciences 17:17, pages 161-191.
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Sara C. de León, Juan E. Jiménez, Eduardo García & Nuria Gutiérrez. (2021) Identification of Spanish third graders at risk of math problems: Usefulness of number sense based screening measures. Psychology in the Schools 58:7, pages 1416-1431.
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Elizabeth M. Hughes, Paul J. Riccomini & Joo-Young Lee. (2020) Investigating written expressions of mathematical reasoning for students with learning disabilities. The Journal of Mathematical Behavior 58, pages 100775.
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Karen L. Gischlar. 2020. Psychoeducational Assessment and Report Writing. Psychoeducational Assessment and Report Writing
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Giancarlo A. Anselmo, Jamie L. Yarbrough, Joseph F. Kovaleski & Vi N. Tran. (2017) Criterion‐related validity of two curriculum‐based measures of mathematical skill in relation to reading comprehension in secondary students. Psychology in the Schools 54:9, pages 1148-1159.
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Peter M. Nelson, David C. Parker & Anne F. Zaslofsky. (2016) The Relative Value of Growth in Math Fact Skills Across Late Elementary and Middle School. Assessment for Effective Intervention 41:3, pages 184-192.
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Dennis Sisco-Taylor, Wenson Fung & H. Lee Swanson. (2014) Do Curriculum-Based Measures Predict Performance on Word-Problem-Solving Measures?. Assessment for Effective Intervention 40:3, pages 131-142.
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Asha K. Jitendra, Danielle N. Dupuis & Anne F. Zaslofsky. (2014) Curriculum-Based Measurement and Standards-Based Mathematics. Learning Disability Quarterly 37:4, pages 241-251.
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Amber S. Moran, H. Lee Swanson, Michael M. Gerber & Wenson Fung. (2014) The Effects of Paraphrasing Interventions on Problem‐Solving Accuracy for Children at Risk for Math Disabilities. Learning Disabilities Research & Practice 29:3, pages 97-105.
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Milena A. Keller-Margulis, Sterett H. Mercer & Edward S. Shapiro. (2012) Differences in Growth on Math Curriculum-Based Measures Using Triannual Benchmarks. Assessment for Effective Intervention 39:3, pages 146-155.
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Marie-Pier Goulet & Dominic Voyer. (2014) La résolution de problèmes écrits d’arithmétique : le rôle déterminant des inférences. Éducation et francophonie 42:2, pages 100-119.
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Zemira R. Mevarech, Shirlei Terkieltaub, Tova Vinberger & Vered Nevet. (2010) The effects of meta-cognitive instruction on third and sixth graders solving word problems. ZDM 42:2, pages 195-203.
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Theodore J. ChristSarah Scullin, Anick Tolbize & Cynthia L. Jiban. (2008) Implications of Recent Research. Assessment for Effective Intervention 33:4, pages 198-205.
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Stacy L. Bliss, Christopher H. Skinner, Briana Hautau & Erin E. Carroll. (2008) Articles published in four school psychology journals from 2000 to 2005: An analysis of experimental/intervention research. Psychology in the Schools 45:6, pages 483-498.
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Anne FoegenCynthia Jiban & Stanley Deno. (2016) Progress Monitoring Measures in Mathematics. The Journal of Special Education 41:2, pages 121-139.
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Jayne M. LehAsha K. Jitendra, Grace I. L. Caskie & Cynthia C. Griffin. (2016) An Evaluation of Curriculum-Based Measurement of Mathematics Word Problem—Solving Measures for Monitoring Third-Grade Students' Mathematics Competence. Assessment for Effective Intervention 32:2, pages 90-99.
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