Cited by

• 2012A systematic review and summarization of the recommendations and research surrounding Curriculum-Based Measurement of oral reading fluency (CBM-R) decision rules201 cited
• 2002Treatment Validity as a Unifying Construct for Identifying Learning Disabilities177 cited
• 2005Application of a Three-Tiered Response To Intervention Model for Instructional Planning, Decision Making, and the Identification of Children in Need of Services171 cited
• 2005A Longitudinal Study of the Development of Oral Reading Fluency in Young Children At Risk for Reading Failure167 cited
• 2007Making “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 Disabilities163 cited
• 2006Implementation of IDEA: Integrating response to intervention and cognitive assessment methods158 cited
• 2007Using response to kindergarten and first grade intervention to identify children at-risk for long-term reading difficulties153 cited
• 2003What Is Special About Special Education for Students with Learning Disabilities?152 cited
• 2005Formative Assessment Using Cbm-R Cut Scores To Track Progress Toward Success On State-Mandated Achievement Tests: a Comparison of Methods149 cited
• 2009Response to Early Reading Intervention Examining Higher and Lower Responders146 cited
• 2006The Response to Intervention of English Language Learners at Risk for Reading Problems142 cited
• 2011Assessment Data–Informed Guidance to Individualize Kindergarten Reading Instruction: Findings from a Cluster-Randomized Control Field Trial138 cited
• 2010The utility and accuracy of oral reading fluency score types in predicting reading comprehension136 cited
• 2003Initial Evidence That Letter Fluency Tasks Are Valid Indicators of Early Reading Skill134 cited
• 2014To Wait in Tier 1 or Intervene Immediately129 cited
• 2005Comparison of dual discrepancy criteria to assess response to intervention111 cited