| 1 | Design and Analytic Features for Reducing Biases in Skill-Building Intervention Impact Forecasts | 2.0 | 0 | Citations (PDF) |
| 2 | Connections between mathematics and reading development: Numerical cognition mediates relations between foundational competencies and later academic outcomes. | 5.7 | 20 | Citations (PDF) |
| 3 | Domain general and specific contributions to algebra: A sequenced longitudinal path model | 3.4 | 6 | Citations (PDF) |
| 4 | Comorbidity in Reading Comprehension and Word-Problem Solving Difficulties: Exploring Shared Risk Factors and Their Impact on Language Minority Learners | 3.3 | 3 | Citations (PDF) |
| 5 | The effects of language instruction on math development | 4.7 | 20 | Citations (PDF) |
| 6 | Using Data in Research and Practice 2022, , 40-52 | | 2 | Citations (PDF) |
| 7 | Modelling multilevel nonlinear treatment‐by‐covariate interactions in cluster randomized controlled trials using a generalized additive mixed model | 1.6 | 8 | Citations (PDF) |
| 8 | Predicting Risk for Comorbid Reading and Mathematics Disability Using Fluency‐Based Screening Assessments | 1.3 | 8 | Citations (PDF) |
| 9 | An Experimental Study to Strengthen Students’ Comprehension of Informational Texts: Is Teaching for Transfer Important? | 1.3 | 1 | Citations (PDF) |
| 10 | Building word-problem solving and working memory capacity: A randomized controlled trial comparing three intervention approaches. | 5.7 | 26 | Citations (PDF) |
| 11 | Addressing Challenging Mathematics Standards With At-Risk Learners: A Randomized Controlled Trial on the Effects of Fractions Intervention at Third Grade | 3.0 | 23 | Citations (PDF) |
| 12 | A Quasiexperimental Evaluation of Two Versions of First-Grade PALS: One With and One Without Repeated Reading | 3.0 | 9 | Citations (PDF) |
| 13 | Bringing Data-Based Individualization to Scale: A Call for the Next-Generation Technology of Teacher Supports | 3.3 | 37 | Citations (PDF) |
| 14 | Can Teaching Fractions Improve Teachers’ Fraction Understanding? | 1.5 | 1 | Citations (PDF) |
| 15 | Alternative paths to improved word-problem performance: An advantage for embedding prealgebraic reasoning instruction within word-problem intervention. | 5.7 | 37 | Citations (PDF) |
| 16 | Closing the word-problem achievement gap in first grade: Schema-based word-problem intervention with embedded language comprehension instruction. | 5.7 | 76 | Citations (PDF) |
| 17 | Keys to the Gate? Equal Sign Knowledge at Second Grade Predicts Fourth‐Grade Algebra Competence | 4.0 | 44 | Citations (PDF) |
| 18 | Prevention: Necessary But Insufficient? A 2‐Year Follow‐Up of an Effective First‐Grade Mathematics Intervention | 4.0 | 26 | Citations (PDF) |
| 19 | Improving Language Comprehension to Enhance Word-Problem Solving | 1.9 | 24 | Citations (PDF) |
| 20 | Do the processes engaged during mathematical word-problem solving differ along the distribution of word-problem competence? | 3.4 | 15 | Citations (PDF) |
| 21 | Language-related longitudinal predictors of arithmetic word problem solving: A structural equation modeling approach | 3.4 | 23 | Citations (PDF) |
| 22 | Is “Response/No Response” Too Simple a Notion for RTI Frameworks? Exploring Multiple Response Types With Latent Profile Analysis | 3.3 | 8 | Citations (PDF) |
| 23 | Dynamic Assessment for Identifying Spanish-Speaking English Learners’ Risk for Mathematics Disabilities: Does Language of Administration Matter? | 3.3 | 9 | Citations (PDF) |
| 24 | Understanding, educating, and supporting children with specific learning disabilities: 50 years of science and practice. | 4.4 | 257 | Citations (PDF) |
| 25 | New Standards and Old Divides: Policy Attitudes About College- and Career-Readiness Standards for Students with Disabilities | 1.6 | 5 | Citations (PDF) |
| 26 | Quality of Explanation as an Indicator of Fraction Magnitude Understanding | 3.3 | 7 | Citations (PDF) |
| 27 | A Cognitive Dimensional Approach to Understanding Shared and Unique Contributions to Reading, Math, and Attention Skills | 3.3 | 74 | Citations (PDF) |
| 28 | Variables influencing algebra performance: Understanding rational numbers is essential | 3.5 | 23 | Citations (PDF) |
| 29 | Does an integrated focus on fractions and decimals improve at-risk students’ rational number magnitude performance? | 3.4 | 13 | Citations (PDF) |
| 30 | Using Moderator Analysis to Identify the First-Grade Children Who Benefit More and Less From a Reading Comprehension Program: A Step Toward Aptitude-by-Treatment Interaction | 3.0 | 16 | Citations (PDF) |
| 31 | Embedding Self-Regulation Instruction Within Fractions Intervention for Third Graders With Mathematics Difficulties | 3.3 | 27 | Citations (PDF) |
| 32 | Introduction to Special Issue. Models for Innovation: Advancing Approaches to Higher‐Risk and Higher‐Impact Learning Disabilities Science | 2.1 | 1 | Citations (PDF) |
| 33 | The Role of Cognitive Processes in Treating Mathematics Learning Difficulties 2019, , 295-320 | | 6 | Citations (PDF) |
| 34 | Connections Between Reading Comprehension and Word‐Problem Solving via Oral Language Comprehension: Implications for Comorbid Learning Disabilities | 2.1 | 28 | Citations (PDF) |
| 35 | The Mathematical Performance of At-Risk First Graders as a Function of Limited English Proficiency Status | 1.6 | 9 | Citations (PDF) |
| 36 | Three Frameworks for Assessing Responsiveness to Instruction as a Means of Identifying Mathematical Learning Disabilities 2019, , 669-681 | | 4 | Citations (PDF) |
| 37 | Accelerating mathematics word problem-solving performance and efficacy with think-aloud strategies | 0.5 | 6 | Citations (PDF) |
| 38 | Does the Severity of Students’ Pre-Intervention Math Deficits Affect Responsiveness to Generally Effective First-Grade Intervention? | 3.0 | 25 | Citations (PDF) |
| 39 | A Longitudinal Analysis of the Trajectories and Predictors of Word Reading and Reading Comprehension Development Among At-Risk Readers | 3.3 | 59 | Citations (PDF) |
| 40 | Longitudinal algebra prediction for early versus later takers | 1.3 | 14 | Citations (PDF) |
| 41 | On the Importance of Moderator Analysis in Intervention Research: An Introduction to the Special Issue | 3.0 | 37 | Citations (PDF) |
| 42 | Evaluating a Multidimensional Reading Comprehension Program and Reconsidering the Lowly Reputation of Tests of Near‐Transfer | 1.3 | 41 | Citations (PDF) |
| 43 | Text Comprehension and Oral Language as Predictors of Word-Problem Solving: Insights into Word-Problem Solving as a Form of Text Comprehension | 3.8 | 97 | Citations (PDF) |
| 44 | Does initial learning about the meaning of fractions present similar challenges for students with and without adequate whole-number skill? | 3.5 | 32 | Citations (PDF) |
| 45 | Students with Disabilities’ Abysmal School Performance: An Introduction to the Special Issue | 1.3 | 23 | Citations (PDF) |
| 46 | Response-To-Intervention in Finland and the United States: Mathematics Learning Support as an Example | 2.5 | 24 | Citations (PDF) |
| 47 | Error Patterns in Ordering Fractions Among At-Risk Fourth-Grade Students | 3.3 | 27 | Citations (PDF) |
| 48 | Fraction Intervention for Students With Mathematics Difficulties: Lessons Learned From Five Randomized Controlled Trials | 3.3 | 61 | Citations (PDF) |
| 49 | The role of domain-general cognitive abilities and decimal labels in at-risk fourth-grade students' decimal magnitude understanding | 3.5 | 7 | Citations (PDF) |
| 50 | Cognitive Profiles Associated With Responsiveness to Fraction Intervention | 1.3 | 8 | Citations (PDF) |
| 51 | Critique of the National Evaluation of Response to Intervention: A Case for Simpler Frameworks | 3.0 | 122 | Citations (PDF) |
| 52 | Bivariate developmental relations between calculations and word problems: A latent change approach | 3.4 | 7 | Citations (PDF) |
| 53 | Measuring arithmetic: A psychometric approach to understanding formatting effects and domain specificity. | 5.7 | 0 | Citations (PDF) |
| 54 | The Mediating Relation between Symbolic and Nonsymbolic Foundations of Math Competence | 2.5 | 27 | Citations (PDF) |
| 55 | Does the Value of Dynamic Assessment in Predicting End-of-First-Grade Mathematics Performance Differ as a Function of English Language Proficiency? | 1.5 | 12 | Citations (PDF) |
| 56 | The role of cognitive processes, foundational math skill, and calculation accuracy and fluency in word-problem solving versus prealgebraic knowledge. | 2.8 | 59 | Citations (PDF) |
| 57 | Does Evidence-Based Fractions Intervention Address the Needs of Very Low-Performing Students? | 2.0 | 27 | Citations (PDF) |
| 58 | Responsiveness-To-Intervention: A “Systems” Approach to Instructional Adaptation | 2.0 | 15 | Citations (PDF) |
| 59 | Cognitive predictors of calculations and number line estimation with whole numbers and fractions among at-risk students. | 5.7 | 50 | Citations (PDF) |
| 60 | A longitudinal study on predictors of early calculation development among young children at risk for learning difficulties | 2.2 | 33 | Citations (PDF) |
| 61 | Effects of Intervention to Improve At-Risk Fourth Graders’ Understanding, Calculations, and Word Problems with Fractions | 1.5 | 57 | Citations (PDF) |
| 62 | Cognitive and linguistic predictors of mathematical word problems with and without irrelevant information | 3.5 | 50 | Citations (PDF) |
| 63 | Pathways to Third‐Grade Calculation Versus Word‐Reading Competence: Are They More Alike or Different? | 4.0 | 72 | Citations (PDF) |
| 64 | Cognitive and numerosity predictors of mathematical skills in middle school | 2.2 | 75 | Citations (PDF) |
| 65 | The Many Faces of Special Education Within RTI Frameworks in the United States and Finland | 1.6 | 94 | Citations (PDF) |
| 66 | Multilevel Response-to-Intervention Prevention Systems: Mathematics Intervention at Tier 2 2016, , 309-328 | | 5 | Citations (PDF) |
| 67 | Developmental growth trajectories in understanding of fraction magnitude from fourth through sixth grade. | 2.8 | 87 | Citations (PDF) |
| 68 | Supported self-explaining during fraction intervention. | 5.7 | 63 | Citations (PDF) |
| 69 | A Research-Validated Program for Improving At-Risk Students’ Fraction Magnitude Understanding, Word-Problem Solving, and Explanations | 0.0 | 0 | Citations (PDF) |
| 70 | Intensive Intervention in Mathematics | 1.3 | 42 | Citations (PDF) |
| 71 | Cognitive and Mathematical Profiles for Different Forms of Learning Difficulties | 3.3 | 145 | Citations (PDF) |
| 72 | Inclusion Versus Specialized Intervention for Very-Low-Performing Students | 3.0 | 79 | Citations (PDF) |
| 73 | Effects of a Multitier Support System on Calculation, Word Problem, and Prealgebraic Performance Among At-Risk Learners | 3.0 | 49 | Citations (PDF) |
| 74 | Rethinking Service Delivery for Students With Significant Learning Problems | 2.6 | 69 | Citations (PDF) |
| 75 | Is Word-Problem Solving a Form of Text Comprehension? | 3.8 | 119 | Citations (PDF) |
| 76 | Republication of “Curriculum-Based Measurement: A Standardized, Long-Term Goal Approach to Monitoring Student Progress” | 1.0 | 1 | Citations (PDF) |
| 77 | Development of fraction concepts and procedures in U.S. and Chinese children | 2.2 | 70 | Citations (PDF) |
| 78 | What Is Intensive Instruction and Why Is It Important? | 1.0 | 128 | Citations (PDF) |
| 79 | Does working memory moderate the effects of fraction intervention? An aptitude–treatment interaction. | 5.7 | 150 | Citations (PDF) |
| 80 | Sources of individual differences in emerging competence with numeration understanding versus multidigit calculation skill. | 5.7 | 45 | Citations (PDF) |
| 81 | Does calculation or word-problem instruction provide a stronger route to prealgebraic knowledge? | 5.7 | 83 | Citations (PDF) |
| 82 | Evidence-Based Practices in a Changing World | 3.5 | 107 | Citations (PDF) |
| 83 | Does Early Algebraic Reasoning Differ as a Function of Students’ Difficulty with Calculations versus Word Problems? | 1.3 | 27 | Citations (PDF) |
| 84 | Sources of Individual Differences in Children's Understanding of Fractions | 4.0 | 100 | Citations (PDF) |
| 85 | Comparing the Contribution of Teacher Versus Tutor Ratings of Inattentive Behavior in Predicting Mathematics Achievement | 2.6 | 3 | Citations (PDF) |
| 86 | Examining the Predictive Validity of a Dynamic Assessment of Decoding to Forecast Response to Tier 2 Intervention | 3.3 | 31 | Citations (PDF) |
| 87 | Understanding Unresponsiveness to Tier 2 Reading Intervention | 1.6 | 25 | Citations (PDF) |
| 88 | Behavioral Attention: A Longitudinal Study of Whether and How It Influences the Development of Word Reading and Reading Comprehension Among At-Risk Readers | 2.0 | 35 | Citations (PDF) |
| 89 | Staying Within One's Data to Make Recommendations for Practice in Primary Educational Research Journals | 7.3 | 4 | Citations (PDF) |
| 90 | Developmental predictors of fraction concepts and procedures | 2.2 | 256 | Citations (PDF) |
| 91 | Intervention Effects for Students With Comorbid Forms of Learning Disability | 3.3 | 45 | Citations (PDF) |
| 92 | Improving at-risk learners’ understanding of fractions. | 5.7 | 227 | Citations (PDF) |
| 93 | Effects of first-grade number knowledge tutoring with contrasting forms of practice. | 5.7 | 140 | Citations (PDF) |
| 94 | Efficacy of a First‐Grade Responsiveness‐to‐Intervention Prevention Model for Struggling Readers | 4.0 | 62 | Citations (PDF) |
| 95 | Reaching the Mountaintop: Addressing the Common Core Standards in Mathematics for Students with Mathematics Difficulties | 1.3 | 89 | Citations (PDF) |
| 96 | Prediction and Stability of Mathematics Skill and Difficulty | 3.3 | 27 | Citations (PDF) |
| 97 | Cognitive and behavioral attention in children with math difficulties | 2.1 | 29 | Citations (PDF) |
| 98 | Early Screening for Risk of Reading Disabilities | 0.9 | 32 | Citations (PDF) |
| 99 | Smart RTI: A Next-Generation Approach to Multilevel Prevention | 3.0 | 259 | Citations (PDF) |
| 100 | Using Word Identification Fluency to Monitor First-Grade Reading Development | 3.0 | 35 | Citations (PDF) |
| 101 | Contributions of domain-general cognitive resources and different forms of arithmetic development to pre-algebraic knowledge. | 2.8 | 82 | Citations (PDF) |
| 102 | The Cognitive and Academic Profiles of Reading and Mathematics Learning Disabilities | 3.3 | 145 | Citations (PDF) |
| 103 | Responsiveness-to-Intervention | 3.3 | 224 | Citations (PDF) |
| 104 | Accelerating Chronically Unresponsive Children to Tier 3 Instruction | 3.3 | 78 | Citations (PDF) |
| 105 | First-Grade Cognitive Abilities as Long-Term Predictors of Reading Comprehension and Disability Status | 3.3 | 56 | Citations (PDF) |
| 106 | The Early Prevention of Mathematics Difficulty | 3.3 | 74 | Citations (PDF) |
| 107 | Does understanding relational terminology mediate effects of intervention on compare word problems? | 2.2 | 48 | Citations (PDF) |
| 108 | Early Numerical Competencies and Students with Mathematics Difficulty | 0.0 | 14 | Citations (PDF) |
| 109 | Predicting first graders' development of calculation versus word-problem performance: The role of dynamic assessment. | 5.7 | 32 | Citations (PDF) |
| 110 | Early Numerical Competencies of Students with Different Forms of Mathematics Difficulty | 1.3 | 7 | Citations (PDF) |
| 111 | Early Numerical Competencies and Students with Mathematics Difficulty | 0.0 | 6 | Citations (PDF) |
| 112 | Curriculum-Based Measurement 2012, , 7-24 | | 9 | Citations (PDF) |
| 113 | The Construct and Predictive Validity of a Dynamic Assessment of Young Children Learning to Read: Implications for RTI Frameworks | 3.3 | 63 | Citations (PDF) |
| 114 | The cognitive predictors of computational skill with whole versus rational numbers: An exploratory study | 3.5 | 69 | Citations (PDF) |
| 115 | Using Curriculum-Based Measurement To Monitor Kindergarteners’ Mathematics Development | 0.9 | 10 | Citations (PDF) |
| 116 | Exploring Dynamic Assessment as a Means of Identifying Children At Risk of Developing Comprehension Difficulties | 3.3 | 26 | Citations (PDF) |
| 117 | The Effectiveness of Kindergarten Peer-Assisted Learning Strategies for Students with Disabilities | 3.0 | 11 | Citations (PDF) |
| 118 | Functional Correlates of Children's Responsiveness to Intervention | 1.7 | 24 | Citations (PDF) |
| 119 | Two-Stage Screening for Math Problem-Solving Difficulty Using Dynamic Assessment of Algebraic Learning | 3.3 | 28 | Citations (PDF) |
| 120 | A Framework for Remediating Number Combination Deficits | 3.0 | 37 | Citations (PDF) |
| 121 | The Predictive Utility of Kindergarten Screening for Math Difficulty | 3.0 | 36 | Citations (PDF) |
| 122 | Contribution of equal-sign instruction beyond word-problem tutoring for third-grade students with mathematics difficulty. | 5.7 | 78 | Citations (PDF) |
| 123 | Selecting at-risk first-grade readers for early intervention: Eliminating false positives and exploring the promise of a two-stage gated screening process. | 5.7 | 170 | Citations (PDF) |
| 124 | Do different types of school mathematics development depend on different constellations of numerical versus general cognitive abilities? | 2.8 | 234 | Citations (PDF) |
| 125 | The Contributions of Numerosity and Domain‐General Abilities to School Readiness | 4.0 | 147 | Citations (PDF) |
| 126 | Rethinking Response to Intervention at Middle and High School | 4.0 | 108 | Citations (PDF) |
| 127 | Influences of neural pathway integrity on children’s response to reading instruction | 3.4 | 17 | Citations (PDF) |
| 128 | The “Blurring” of Special Education in a New Continuum of General Education Placements and Services | 3.0 | 233 | Citations (PDF) |
| 129 | The Effects of Schema-Broadening Instruction on Second Graders' Word-Problem Performance and Their Ability to Represent Word Problems with Algebraic Equations: A Randomized Control Study | 1.5 | 77 | Citations (PDF) |
| 130 | The effects of strategic counting instruction, with and without deliberate practice, on number combination skill among students with mathematics difficulties | 3.5 | 115 | Citations (PDF) |
| 131 | Predicting reading growth with event-related potentials: Thinking differently about indexing “Responsiveness” | 3.5 | 9 | Citations (PDF) |
| 132 | Factors Contributing to Teachers’ Sustained Use of Kindergarten Peer-Assisted Learning Strategies | 2.0 | 19 | Citations (PDF) |
| 133 | Do Word-Problem Features Differentially Affect Problem Difficulty as a Function of Students' Mathematics Difficulty With and Without Reading Difficulty? | 3.3 | 50 | Citations (PDF) |
| 134 | Aberrant functional activation in school age children at-risk for mathematical disability: A functional imaging study of simple arithmetic skill | 1.8 | 65 | Citations (PDF) |
| 135 | The neural correlates of calculation ability in children: an fMRI study | 2.0 | 52 | Citations (PDF) |
| 136 | On the Importance of a Unified Model of Responsiveness to Intervention | 4.7 | 37 | Citations (PDF) |
| 137 | Effects of Fact Retrieval Tutoring on Third‐Grade Students with Math Difficulties with and without Reading Difficulties | 1.3 | 72 | Citations (PDF) |
| 138 | Responsiveness to Intervention: Multilevel Assessment and Instruction as Early Intervention and Disability Identification | 1.0 | 15 | Citations (PDF) |
| 139 | Remediating number combination and word problem deficits among students with mathematics difficulties: A randomized control trial. | 5.7 | 168 | Citations (PDF) |
| 140 | Creating Opportunities for Intensive Intervention for Students with Learning Disabilities | 1.0 | 11 | Citations (PDF) |
| 141 | Development and validation of the Diabetes Numeracy Test (DNT) | 2.7 | 152 | Citations (PDF) |
| 142 | The Predictive Validity of Dynamic Assessment | 1.4 | 114 | Citations (PDF) |
| 143 | Learning Disabilities 2008, , 445-466 | | 3 | Citations (PDF) |
| 144 | Tracking children who fly below the radar: Latent transition modeling of students with late-emerging reading disability | 3.5 | 87 | Citations (PDF) |
| 145 | Intensive Intervention for Students with Mathematics Disabilities: Seven Principles of Effective Practice | 1.6 | 150 | Citations (PDF) |
| 146 | Scaling Up an Early Reading Program: Relationships Among Teacher Support, Fidelity of Implementation, and Student Performance Across Different Sites and Years | 2.3 | 66 | Citations (PDF) |
| 147 | Using Curriculum-Based Measurement to Identify the 2% Population | 2.0 | 4 | Citations (PDF) |
| 148 | Remediating Computational Deficits at Third Grade: A Randomized Field Trial | 2.0 | 36 | Citations (PDF) |
| 149 | Does Early Reading Failure Decrease Children's Reading Motivation? | 3.3 | 129 | Citations (PDF) |
| 150 | Effects of Preventative Tutoring on the Mathematical Problem Solving of Third-Grade Students with Math and Reading Difficulties | 3.0 | 135 | Citations (PDF) |
| 151 | A Curricular-Sampling Approach to Progress Monitoring | 0.9 | 27 | Citations (PDF) |
| 152 | Effects of small-group tutoring with and without validated classroom instruction on at-risk students' math problem solving: Are two tiers of prevention better than one? | 5.7 | 108 | Citations (PDF) |
| 153 | Dynamic assessment of algebraic learning in predicting third graders' development of mathematical problem solving. | 5.7 | 64 | Citations (PDF) |
| 154 | Problem solving and computational skill: Are they shared or distinct aspects of mathematical cognition? | 5.7 | 225 | Citations (PDF) |
| 155 | Progress Monitoring as Essential Practice within Response to Intervention | 0.7 | 75 | Citations (PDF) |
| 156 | Mathematics Screening and Progress Monitoring at First Grade: Implications for Responsiveness to Intervention | 3.0 | 108 | Citations (PDF) |
| 157 | Peer-Assisted Learning Strategies in Reading for Students With Different Learning Needs | 0.3 | 3 | Citations (PDF) |
| 158 | A Model for Implementing Responsiveness to Intervention | 1.0 | 154 | Citations (PDF) |
| 159 | Dynamic Assessment as Responsiveness to Intervention; a Scripted Protocol to Identify Young At-Risk Readers | 1.0 | 49 | Citations (PDF) |
| 160 | Extending Responsiveness to Intervention to Mathematics at First and Third Grades | 1.3 | 61 | Citations (PDF) |
| 161 | Cognitive Arithmetic Differences in Learning Difficulty Groups and the Role of Behavioral Inattention | 1.3 | 60 | Citations (PDF) |
| 162 | Using curriculum-based measurement to inform reading instruction | 1.6 | 20 | Citations (PDF) |
| 163 | Making “secondary intervention” work in a three-tier responsiveness-to-intervention model: findings from the first-grade longitudinal reading study of the National Research Center on Learning Disabilities | 1.6 | 97 | Citations (PDF) |
| 164 | Research on Peer-Assisted Learning Strategies: The Promise and Limitations of Peer-Mediated Instruction | 1.9 | 100 | Citations (PDF) |
| 165 | A Framework for Building Capacity for Responsiveness to Intervention | 4.0 | 44 | Citations (PDF) |
| 166 | The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems. | 5.7 | 491 | Citations (PDF) |
| 167 | Selecting at-risk readers in first grade for early intervention: A two-year longitudinal study of decision rules and procedures. | 5.7 | 252 | Citations (PDF) |
| 168 | Extending Responsiveness-to-Intervention to Math Problem-Solving at Third Grade | 1.0 | 5 | Citations (PDF) |
| 169 | Teaching Third Graders about Real‐Life Mathematical Problem Solving: A Randomized Controlled Study | 1.5 | 19 | Citations (PDF) |
| 170 | The Cognitive Correlates of Computational Estimation Skill Among Third-Grade Students | 1.3 | 29 | Citations (PDF) |
| 171 | Introduction to response to intervention: What, why, and how valid is it? | 4.0 | 852 | Citations (PDF) |
| 172 | The Effects of Computer-Assisted Instruction on Number Combination Skill in At-Risk First Graders | 3.3 | 123 | Citations (PDF) |
| 173 | A Response to “Competing Views: A Dialogue on Response to Intervention” | 0.9 | 18 | Citations (PDF) |
| 174 | Responsiveness-To-Intervention: A Blueprint for Practitioners, Policymakers, and Parents | 1.0 | 93 | Citations (PDF) |
| 175 | Differential Effects of Peer-Assisted Learning Strategies on Students’ Social Preference and Friendship Making | 2.0 | 16 | Citations (PDF) |
| 176 | Using Curriculum-Based Measurement to Improve Student Achievement: Review of Research | 1.8 | 382 | Citations (PDF) |
| 177 | Using CBM as an Indicator of Decoding, Word Reading, and Comprehension: Do the Relations Change With Grade? | 4.0 | 68 | Citations (PDF) |
| 178 | The Prevention, Identification, and Cognitive Determinants of Math Difficulty. | 5.7 | 448 | Citations (PDF) |
| 179 | Curriculum-Based Measurement of Mathematics Competence: From Computation to Concepts and Applications to Real-Life Problem Solving | 0.9 | 14 | Citations (PDF) |
| 180 | Enhancing Mathematical Problem Solving for Students with Disabilities | 1.4 | 55 | Citations (PDF) |
| 181 | Quality Indicators for Group Experimental and Quasi-Experimental Research in Special Education | 3.0 | 808 | Citations (PDF) |
| 182 | Effects of Curriculum-Based Measurement With and Without Diagnostic Feedback on Teacher Planning | 2.6 | 33 | Citations (PDF) |
| 183 | Prevention Research in Mathematics | 3.3 | 20 | Citations (PDF) |
| 184 | Peer-Assisted Learning Strategies for English Language Learners with Learning Disabilities | 3.0 | 127 | Citations (PDF) |
| 185 | Responding to Nonresponders: An Experimental Field Trial of Identification and Intervention Methods | 3.0 | 200 | Citations (PDF) |
| 186 | Peer-Assisted Learning Strategies | 1.4 | 135 | Citations (PDF) |
| 187 | Identifying Appropriate Test Accommodations for Students With Learning Disabilities | 0.0 | 15 | Citations (PDF) |
| 188 | The Past, Present, and Future of Curriculum-Based Measurement Research | 4.0 | 255 | Citations (PDF) |
| 189 | The Promise and Limitations of Reading Instruction in the Mainstream: The Need for a Multilevel Approach | 1.5 | 9 | Citations (PDF) |
| 190 | Determining Adequate Yearly Progress from Kindergarten Through Grade 6 with Curriculum-Based Measurement | 0.9 | 34 | Citations (PDF) |
| 191 | Monitoring Early Reading Development in First Grade: Word Identification Fluency versus Nonsense Word Fluency | 3.0 | 170 | Citations (PDF) |
| 192 | Expanding Schema-Based Transfer Instruction to Help Third Graders Solve Real-Life Mathematical Problems | 3.8 | 80 | Citations (PDF) |
| 193 | Responsiveness to Mathematical Problem-Solving Instruction | 3.3 | 116 | Citations (PDF) |
| 194 | Enhancing mathematical problem solving among third-grade students with schema-based instruction. | 5.7 | 89 | Citations (PDF) |
| 195 | Identifying Reading Disabilities by Responsiveness-to-Instruction: Specifying Measures and Criteria | 1.6 | 183 | Citations (PDF) |
| 196 | Redefining Learning Disabilities as Inadequate Response to Instruction: The Promise and Potential Problems | 1.3 | 553 | Citations (PDF) |
| 197 | Accuracy and Fluency in List and Context Reading of Skilled and RD Groups: Absolute and Relative Performance Levels | 1.3 | 97 | Citations (PDF) |
| 198 | Assessing Intervention Responsiveness: Conceptual and Technical Issues | 1.3 | 169 | Citations (PDF) |
| 199 | The Potential for Diagnostic Analysis within Curriculum-Based Measurement | 0.9 | 69 | Citations (PDF) |
| 200 | The Effects of Peer-Assisted Learning Strategies and Curriculum-Based Measurement on the Mathematics Performance of Secondary Students with Disabilities | 2.6 | 140 | Citations (PDF) |
| 201 | Explicitly teaching for transfer: Effects on third-grade students' mathematical problem solving. | 5.7 | 153 | Citations (PDF) |
| 202 | Enhancing third-grade student' mathematical problem solving with self-regulated learning strategies. | 5.7 | 194 | Citations (PDF) |
| 203 | Sources of Individual Differences in Reading Comprehension and Reading Fluency. | 5.7 | 397 | Citations (PDF) |
| 204 | Curriculum-Based Measurement: Describing Competence, Enhancing Outcomes, Evaluating Treatment Effects, and Identifying Treatment Nonresponders | 1.6 | 55 | Citations (PDF) |
| 205 | Exploring the Importance of Reading Programs for Kindergartners with Disabilities in Mainstream Classrooms | 3.0 | 38 | Citations (PDF) |
| 206 | Mathematical Problem-Solving Profiles of Students with Mathematics Disabilities With and Without Comorbid Reading Disabilities | 3.3 | 144 | Citations (PDF) |
| 207 | Monitoring the Academic Progress of Children Who Are Unresponsive to Generally Effective Early Reading Intervention | 0.9 | 14 | Citations (PDF) |
| 208 | Examining the Reading Difficulty of Secondary Students with Learning Disabilities | 2.6 | 121 | Citations (PDF) |
| 209 | Treatment Validity as a Unifying Construct for Identifying Learning Disabilities | 1.6 | 130 | Citations (PDF) |
| 210 | Mathematical Problem-Solving Strategy Instruction for Third-Grade Students with Learning Disabilities | 2.6 | 38 | Citations (PDF) |
| 211 | Computer Applications to Curriculum-Based Measurement | 0.3 | 11 | Citations (PDF) |
| 212 | Enhancing First-Grade Children's Mathematical Development with Peer-Assisted Learning Strategies | 4.0 | 82 | Citations (PDF) |
| 213 | Explicitly Teaching for Transfer: Effects on the Mathematical Problem-Solving Performance of Students with Mathematics Disabilities | 1.3 | 53 | Citations (PDF) |
| 214 | Preliminary Evidence on the Social Standing of Students with Learning Disabilities in PALS and No-PALS Classrooms | 1.3 | 46 | Citations (PDF) |
| 215 | Oral Reading Fluency as an Indicator of Reading Competence: A Theoretical, Empirical, and Historical Analysis | 3.8 | 1,138 | Citations (PDF) |
| 216 | Teaching Reading Comprehension Strategies to Students With Learning Disabilities: A Review of Research | 9.6 | 532 | Citations (PDF) |
| 217 | Using Curriculum-based Measurement to Establish Growth Standards for Students with Learning Disabilities | 4.0 | 304 | Citations (PDF) |
| 218 | Enhancing Kindergartners' Mathematical Development: Effects of Peer-Assisted Learning Strategies | 1.5 | 97 | Citations (PDF) |
| 219 | Principles for Sustaining Research-Based Practice in the Schools: A Case Study | 0.0 | 3 | Citations (PDF) |
| 220 | Is reading important in reading-readiness programs? A randomized field trial with teachers as program implementers. | 5.7 | 132 | Citations (PDF) |
| 221 | K-PALS Helping Kindergartners with Reading Readiness: Teachers and Researchers in Partnerships | 1.0 | 17 | Citations (PDF) |
| 222 | Principles for the Prevention and Intervention of Mathematics Difficulties | 1.3 | 75 | Citations (PDF) |
| 223 | Helping Teachers Formulate Sound Test Accommodation Decisions for Students with Learning Disabilities | 1.3 | 94 | Citations (PDF) |
| 224 | Peer-Assisted Learning Strategies in Reading | 2.6 | 113 | Citations (PDF) |
| 225 | One Blueprint for Bridging the Gap: Project PROMISE: (Practitioners and Researchers Orchestrating Model Innovations to Strengthen Education) | 2.4 | 20 | Citations (PDF) |
| 226 | Principles for Sustaining Research-Based Practice in the Schools: A Case Study | 0.0 | 2 | Citations (PDF) |
| 227 | Effects of Workgroup Structure and Size on Student Productivity during Collaborative Work on Complex Tasks | 1.5 | 58 | Citations (PDF) |
| 228 | Using Objective Data Sources to Enhance Teacher Judgments about Test Accommodations | 3.0 | 93 | Citations (PDF) |
| 229 | Rates of Classroom Participation and the Validity of Sociometry | 4.0 | 16 | Citations (PDF) |
| 230 | Supplementing Teacher Judgments of Mathematics Test Accommodations with Objective Data Sources | 4.0 | 145 | Citations (PDF) |
| 231 | The Importance of Providing Background Information on the Structure and Scoring of Performance Assessments | 1.2 | 24 | Citations (PDF) |
| 232 | Effects of Computer-Based Test Accommodations on Mathematics Performance Assessments for Secondary Students with Learning Disabilities | 1.6 | 40 | Citations (PDF) |
| 233 | Peer-Assisted Learning Strategies: An Evidence-Based Practice to Promote Reading Achievement | 1.3 | 116 | Citations (PDF) |
| 234 | Effecting Superior Achievement Using Curriculum-Based Measurement: The Importance of Individual Progress Monitoring | 1.3 | 148 | Citations (PDF) |
| 235 | Mathematics Performance Assessment in the Classroom: Effects on Teacher Planning and Student Problem Solving | 3.8 | 53 | Citations (PDF) |
| 236 | Effects of Peer-Assisted Learning Strategies on High School Students with Serious Reading Problems | 2.6 | 105 | Citations (PDF) |
| 237 | Effects of Peer-Assisted Learning Strategies in Reading with and without Training in Elaborated Help Giving | 1.5 | 50 | Citations (PDF) |
| 238 | Competing Visions for Educating Students with Disabilities Inclusion versus Full Inclusion | 0.1 | 52 | Citations (PDF) |
| 239 | General Educators' Instructional Adaptation for Students with Learning Disabilities | 1.6 | 44 | Citations (PDF) |
| 240 | Building a Bridge across the Canyon | 1.6 | 6 | Citations (PDF) |
| 241 | Preparing Students with Special Needs for Reintegration | 3.3 | 9 | Citations (PDF) |
| 242 | High-Achieving Students’ Interactions and Performance on Complex Mathematical Tasks as a Function of Homogeneous and Heterogeneous Pairings | 3.8 | 92 | Citations (PDF) |
| 243 | Comparisons among Individual and Cooperative Performance Assessments and Other Measures of Mathematics Competence | 1.5 | 6 | Citations (PDF) |
| 244 | Personal-Space Preference among Male Elementary and High School Students with and without Visual Impairments | 0.8 | 3 | Citations (PDF) |
| 245 | Effects of Task-Focused Goals on Low-Achieving Students With and Without Learning Disabilities | 3.8 | 63 | Citations (PDF) |
| 246 | Cooperative Story Mapping | 2.6 | 21 | Citations (PDF) |
| 247 | Enhancing Students' Helping Behavior during Peer-Mediated Instruction with Conceptual Mathematical Explanations | 1.5 | 160 | Citations (PDF) |
| 248 | Peer-Assisted Learning Strategies: Making Classrooms More Responsive to Diversity | 3.8 | 484 | Citations (PDF) |
| 249 | Use of Curriculum-Based Measurement in Identifying Students with Disabilities | 0.0 | 7 | Citations (PDF) |
| 250 | Use of Curriculum-Based Measurement in Identifying Students with Disabilities | 0.0 | 2 | Citations (PDF) |
| 251 | Effects of Task-Focused Goals on Low-Achieving Students with and without Learning Disabilities | 3.8 | 2 | Citations (PDF) |
| 252 | Peer-Assisted Learning Strategies: Making Classrooms More Responsive to Diversity | 3.8 | 19 | Citations (PDF) |
| 253 | Improving Peers' Helping Behavior to Students with Learning Disabilities during Mathematics Peer Tutoring | 1.6 | 22 | Citations (PDF) |
| 254 | A historical perspective on special education reform | 2.0 | 18 | Citations (PDF) |
| 255 | Bridging the research-to-practice gap with mainstream assistance teams: A cautionary tale. | 2.6 | 57 | Citations (PDF) |
| 256 | Consultation as a Technology and the Politics of School Reform | 2.6 | 19 | Citations (PDF) |
| 257 | The Relation Between Student Ability and the Quality and Effectiveness of Explanations | 3.8 | 33 | Citations (PDF) |
| 258 | General Educators' Specialized Adaptation for Students with Learning Disabilities | 3.0 | 57 | Citations (PDF) |
| 259 | Counterpoint: Much Ado about Something (Though We're Not Sure It's Our Article): A Reply to Howell and Evans | 3.0 | 1 | Citations (PDF) |
| 260 | Effects of Explicit Teaching and Peer Tutoring on the Reading Achievement of Learning-Disabled and Low-Performing Students in Regular Classrooms | 1.5 | 132 | Citations (PDF) |
| 261 | Effects of Peer-Mediated Reading Instruction on the On-Task Behavior and Social Interaction of Children with Behavior Disorders | 2.4 | 57 | Citations (PDF) |
| 262 | Accommodating Diversity Through Peabody Classwide Peer Tutoring | 1.0 | 11 | Citations (PDF) |
| 263 | Acquisition and Transfer Effects of Classwide Peer-Assisted Learning Strategies in Mathematics for Students with Varying Learning Histories | 4.0 | 71 | Citations (PDF) |
| 264 | Inclusive Schools Movement and the Radicalization of Special Education Reform | 3.0 | 438 | Citations (PDF) |
| 265 | Technical Features of a Mathematics Concepts and Applications Curriculum-Based Measurement System | 0.2 | 45 | Citations (PDF) |
| 266 | Effects of Classwide Curriculum-based Measurement and Peer Tutoring | 3.3 | 14 | Citations (PDF) |
| 267 | The Nature of Student Interactions During Peer Tutoring With and Without Prior Training and Experience | 3.8 | 91 | Citations (PDF) |
| 268 | The Relation between Teachers' Beliefs about the Importance of Good Student Work Habits, Teacher Planning, and Student Achievement | 1.5 | 28 | Citations (PDF) |
| 269 | Must Instructionally Useful Performance Assessment Be Based in the Curriculum? | 3.0 | 85 | Citations (PDF) |
| 270 | Alternative ways of analyzing effects of a short school break on students with and without disabilities. | 2.6 | 5 | Citations (PDF) |
| 271 | Classwide Curriculum-Based Measurement: Helping General Educators Meet the Challenge of Student Diversity | 3.0 | 94 | Citations (PDF) |
| 272 | Counterpoint: Special Education—Ineffective? Immoral? | 3.0 | 9 | Citations (PDF) |
| 273 | Academic Assessment and Instrumentation 1994, , 233-245 | | 4 | Citations (PDF) |
| 274 | The Efficacy of Peer Tutoring in Reading for Students with Mild Disabilities: A Best-Evidence Synthesis | 4.0 | 84 | Citations (PDF) |
| 275 | The Nature of Student Interactions during Peer Tutoring with and without Prior Training and Experience | 3.8 | 3 | Citations (PDF) |
| 276 | Effects of Systematic Observation and Feedback on Teachers' Implementation of Curriculum-Based Measurement | 2.4 | 13 | Citations (PDF) |
| 277 | A Conservative Approach to Special Education Reform: Mainstreaming Through Transenvironmental Programming and Curriculum-Based Measurement | 3.8 | 60 | Citations (PDF) |
| 278 | Effectiveness of Student Versus Teacher Monitoring During Prereferral Intervention | 1.5 | 13 | Citations (PDF) |
| 279 | Writing Research Reports for Publication | 2.6 | 2 | Citations (PDF) |
| 280 | Teacher Judgment of Student Mastery of Math Skills | 0.2 | 3 | Citations (PDF) |
| 281 | Technological Advances Linking the Assessment of Students' Academic Proficiency to Instructional Planning | 2.1 | 11 | Citations (PDF) |
| 282 | Formative Evaluation of Academic Progress: How Much Growth Can We Expect? | 4.0 | 309 | Citations (PDF) |
| 283 | Contextual Variables Affecting Instructional Adaptation for Difficult-to-Teach Students | 4.0 | 8 | Citations (PDF) |
| 284 | Classwide Decision-Making Strategies with Curriculum-Based Measurement | 0.2 | 6 | Citations (PDF) |
| 285 | Classwide Decisionmaking With Computerized Curriculum-Based Measurement | 1.2 | 9 | Citations (PDF) |
| 286 | Editorial: Special Education's Wake-Up Call | 1.4 | 6 | Citations (PDF) |
| 287 | Where Is the Research on Consultation Effectiveness? | 1.3 | 37 | Citations (PDF) |
| 288 | Instructional Adaptation for Students at Risk | 1.3 | 88 | Citations (PDF) |
| 289 | Limitations of a Feel-Good Approach to Consultation | 1.3 | 21 | Citations (PDF) |
| 290 | Effects of Expert System Consultation within Curriculum-Based Measurement, Using a Reading Maze Task | 3.0 | 117 | Citations (PDF) |
| 291 | Case-by-Case Reintegration of Students with Learning Disabilities | 1.5 | 24 | Citations (PDF) |
| 292 | Effects of Summer Break on Math and Spelling Performance as a Function of Grade Level | 1.5 | 28 | Citations (PDF) |
| 293 | Identifying a Measure for Monitoring Student Reading Progress | 4.0 | 161 | Citations (PDF) |
| 294 | General, Special, and Remedial Teachers' Acceptance of Behavioral and Instructional Strategies for Mainstreaming Students with Mild Handicaps | 2.6 | 46 | Citations (PDF) |
| 295 | Scoring Accuracy within Curriculum-Based Measurement: A Comparison of Teachers and Microcomputer Applications | 2.1 | 3 | Citations (PDF) |
| 296 | Toward a Responsible Reintegration of Behaviorally Disordered Students | 2.0 | 33 | Citations (PDF) |
| 297 | The Contribution of Skills Analysis to Curriculum-Based Measurement in Spelling | 3.0 | 68 | Citations (PDF) |
| 298 | Curriculum-Based Measurements | 1.2 | 9 | Citations (PDF) |
| 299 | Effects of Curriculum within Curriculum-Based Measurement | 3.0 | 95 | Citations (PDF) |
| 300 | Paradigmatic Distinctions between Instructionally Relevant Measurement Models | 3.0 | 307 | Citations (PDF) |
| 301 | Effects of Curriculum-Based Measurement and Consultation on Teacher Planning and Student Achievement in Mathematics Operations | 3.8 | 193 | Citations (PDF) |
| 302 | Instructional and Curricular Requisites of Mainstreamed Students with Learning Disabilities | 3.3 | 8 | Citations (PDF) |
| 303 | Effects of Expert System Advice Within Curriculum-Based Measurement on Teacher Planning and Student Achievement in Spelling | 4.0 | 51 | Citations (PDF) |
| 304 | Are Teachers' Perceptions of Difficult-to-Teach Students Racially Biased? | 4.0 | 40 | Citations (PDF) |
| 305 | Effects of Curriculum-Based Measurement and Consultation on Teacher Planning and Student Achievement in Mathematics Operations | 3.8 | 3 | Citations (PDF) |
| 306 | Prereferral Intervention: A Prescriptive Approach | 3.0 | 90 | Citations (PDF) |
| 307 | An Analysis of Spelling Curricula and Teachers' Skills in Identifying Error Types | 2.6 | 13 | Citations (PDF) |
| 308 | Curriculum-Based Measurement | 0.2 | 21 | Citations (PDF) |
| 309 | Introduction to Special Section | 1.4 | 1 | Citations (PDF) |
| 310 | The Role of Skills Analysis in Curriculum-Based Measurement in Math | 4.0 | 88 | Citations (PDF) |
| 311 | Effects of Examiner Familiarity on Black, Caucasian, and Hispanic Children: A Meta-Analysis | 3.0 | 30 | Citations (PDF) |
| 312 | Effects of Curriculum-Based Measurement on Teachers' Instructional Planning | 3.3 | 39 | Citations (PDF) |
| 313 | Effects of Instrumental Use of Curriculum-Based Measurement to Enhance Instructional Programs | 2.6 | 100 | Citations (PDF) |
| 314 | Monitoring Reading Growth Using Student Recalls: Effects of Two Teacher Feedback Systems | 1.3 | 86 | Citations (PDF) |
| 315 | Effects of Alternative Goal Structures within Curriculum-Based Measurement | 3.0 | 94 | Citations (PDF) |
| 316 | Computers and Curriculum-Based Measurement: Effects of Teacher Feedback Systems | 4.0 | 31 | Citations (PDF) |
| 317 | Exploring Effective and Efficient Prereferral Interventions: A Component Analysis of Behavioral Consultation | 4.0 | 103 | Citations (PDF) |
| 318 | Enhancing Curriculum-Based Measurement Through Computer Applications: Review of Research and Practice | 4.0 | 18 | Citations (PDF) |
| 319 | Interactive Effects of Reading Mode, Production Format, and Structural Importance of Text among LD Pupils | 1.6 | 16 | Citations (PDF) |
| 320 | The Validity of Informal Reading Comprehension Measures | 2.6 | 370 | Citations (PDF) |
| 321 | Editorial | 1.4 | 0 | Citations (PDF) |
| 322 | Evaluation of the Adaptive Learning Environments Model | 3.0 | 45 | Citations (PDF) |
| 323 | Curriculum-Based Measurement | 0.2 | 15 | Citations (PDF) |
| 324 | Effects of Computer-Managed Instruction on Teachers’ Implementation of Systematic Monitoring Programs and Student Achievement | 1.3 | 36 | Citations (PDF) |
| 325 | Response to Wang and Walberg | 3.0 | 34 | Citations (PDF) |
| 326 | Conducting Curriculum-Based Measurement with Computerized Data Collection: Effects on Efficiency and Teacher Satisfaction | 2.1 | 33 | Citations (PDF) |
| 327 | Norm-Referenced Tests: Are They Valid for Use with Handicapped Students? | 3.0 | 46 | Citations (PDF) |
| 328 | Program Development | 1.0 | 10 | Citations (PDF) |
| 329 | Using Computers with Curriculum-Based Monitoring: Effects on Teacher Efficiency and Satisfaction | 2.1 | 27 | Citations (PDF) |
| 330 | Developing Curriculum-Based Measurement Systems For Data-Based Special Education Problem Solving | 0.0 | 58 | Citations (PDF) |
| 331 | Developing Curriculum-Based Measurement Systems For Data-Based Special Education Problem Solving | 0.0 | 16 | Citations (PDF) |
| 332 | Performance Instability of Learning Disabled, Emotionally Handicapped, and Nonhandicapped Children | 1.6 | 12 | Citations (PDF) |
| 333 | The Relation between Methods of Graphing Student Performance Data and Achievement: A Meta-Analysis | 2.1 | 8 | Citations (PDF) |
| 334 | Effects of Mastery Learning Procedures on Student Achievement | 1.3 | 11 | Citations (PDF) |
| 335 | Measuring Pupil Progress: A Comparison of Standardized Achievement Tests and Curriculum-Related Measures | 0.2 | 48 | Citations (PDF) |
| 336 | Curriculum-Based Assessment of Progress Toward Long-Term and Short-Term Goals | 1.4 | 54 | Citations (PDF) |
| 337 | Effects of Systematic Formative Evaluation: A Meta-Analysis | 3.0 | 527 | Citations (PDF) |
| 338 | Test Procedure Bias: A Meta-Analysis of Examiner Familiarity Effects | 9.6 | 50 | Citations (PDF) |
| 339 | Monitoring Progress Among Mildly Handicapped Pupils | 2.6 | 51 | Citations (PDF) |
| 340 | Linking Assessment to Instructional Intervention: An Overview | 4.0 | 35 | Citations (PDF) |
| 341 | Psychosocial Characteristics of Handicapped Children Who Perform Suboptimally During Assessment | 2.5 | 5 | Citations (PDF) |
| 342 | Importance of Goal Ambitiousness and Goal Mastery to Student Achievement | 3.0 | 40 | Citations (PDF) |
| 343 | Empirical Validation of Criterion-Referenced Tests | 1.3 | 23 | Citations (PDF) |
| 344 | The Effect of Examiners’ Personal Familiarity and Professional Experience on Handicapped Children’s Test Performance | 1.3 | 13 | Citations (PDF) |
| 345 | Bias in the Assessment of Handicapped Children | 3.8 | 30 | Citations (PDF) |
| 346 | Performance Instability: An Identifying Characteristic of Learning Disabled Children? | 1.6 | 10 | Citations (PDF) |
| 347 | Methodological Issues in Curriculum-Based Reading Assessment | 0.2 | 14 | Citations (PDF) |
| 348 | Examiner Accuracy during Protocol Completion | 1.7 | 7 | Citations (PDF) |
| 349 | The Effects of Frequent Curriculum-Based Measurement and Evaluation on Pedagogy, Student Achievement, and Student Awareness of Learning | 3.8 | 327 | Citations (PDF) |
| 350 | Criterion-Referenced Assessment Without Measurement | 2.6 | 26 | Citations (PDF) |
| 351 | Sampling Passages and Student Behavior for IRIs: A Reply to Duffelmeyer | 4.0 | 1 | Citations (PDF) |
| 352 | Unicorn's Horn or Straw Man? A Response to Johnston and Allington | 4.0 | 1 | Citations (PDF) |
| 353 | Effects of Examiner Familiarity and Task Characteristics on Speech- and Language-Impaired Children's Test Performance | 0.5 | 13 | Citations (PDF) |
| 354 | The Effects of Frequent Curriculum-Based Measurement and Evaluation on Pedagogy, Student Achievement, and Student Awareness of Learning | 3.8 | 8 | Citations (PDF) |
| 355 | Improving the Reliability of Curriculum-Based Measures of Academic Skills for Psychoeducational Decision Making | 0.2 | 56 | Citations (PDF) |
| 356 | Test Performance of Language-Handicapped Children with Familiar and Unfamiliar Examiners | 2.7 | 15 | Citations (PDF) |
| 357 | Participants' Verbal and Nonverbal Behavior in Familiar and Unfamiliar Test Conditions: An Exploratory Analysis | 0.2 | 4 | Citations (PDF) |
| 358 | Data-Based Program Modification: A Continuous Evaluation System with Computer Software to Facilitate Implementation | 2.1 | 12 | Citations (PDF) |
| 359 | A Microanalysis of Participant Behavior in Familiar and Unfamiliar Test Conditions | 3.0 | 3 | Citations (PDF) |
| 360 | Reliability and Validity of Curriculum-Based Informal Reading Inventories | 4.0 | 63 | Citations (PDF) |
| 361 | Does Word-Problem Performance Maintain? Follow-Up One Year After Implementation of a Word-Problem Intervention | 2.0 | 7 | Citations (PDF) |
