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Response to instruction, English language learners and disproportionate representation: the role of assessment.
16 references·0 citing·42 second hop
Response to instruction, English language learners and disproportionate representation: the role of assessment. (2010)Response to instruction, English language…The “Blurring” of Special Education in a New Continuum of General Education Placements and Services (2010)The “Blurring” of Special Edu…Justifying and Explaining Disproportionality, 1968–2008: A Critique of Underlying Views of Culture (2010)Justifying and Explaining Dis…Are first- and second-language factors related in predicting second-language reading comprehension? A study of Spanish-speaking children acquiring English as a second language from first to second grade. (2009)Are first- and second-languag…Accuracy of the DIBELS Oral Reading Fluency Measure for Predicting Third Grade Reading Comprehension Outcomes (2007)Accuracy of the DIBELS Oral R…Selecting at-risk readers in first grade for early intervention: A two-year longitudinal study of decision rules and procedures. (2006)Selecting at-risk readers in …Responding to Nonresponders: An Experimental Field Trial of Identification and Intervention Methods (2005)Responding to Nonresponders: …Development of Reading in Grades K–2 in Spanish‐Speaking English‐Language Learners (2004)Development of Reading in Gra…The Development of Reading in Children Who Speak English as a Second Language. (2003)The Development of Reading in…Developments in Curriculum-Based Measurement (2003)Developments in Curriculum-Ba…Minority Students in Special and Gifted Education (2002)Minority Students in Special …Linguistic Diversity and the Development of Reading Skills: A Longitudinal Study (2002)Linguistic Diversity and the …The Importance and Decision-Making Utility of a Continuum of Fluency-Based Indicators of Foundational Reading Skills for Third-Grade High-Stakes Outcomes (2001)The Importance and Decision-M…Oral Reading Fluency as an Indicator of Reading Competence: A Theoretical, Empirical, and Historical Analysis (2001)Oral Reading Fluency as an In…Differentiating Between Difficult-to-Remediate and Readily Remediated Poor Readers (2000)Differentiating Between Diffi…Advanced applications of curriculum-based measurement (1998)Advanced applications of curr…Curriculum-Based Measurement: The Emerging Alternative (1985)Curriculum-Based Measurement:…Assessment in special and remedial education (1978)Assessment in special and remedial education (1979)Effects of Systematic Formative Evaluation: A Meta-Analysis (1986)Redefining Learning Disabilities as Inadequate Response to Instruction: The Promise and Potential Problems (2003)Dynamic Indicators of Basic Early Literacy Skills (2018)Toward a theory of automatic information processing in reading (1974)Toward an Interactive-Compensatory Model of Individual Differences in the Development of Reading Fluency (1980)Beginning to read : Thinking and learning about print. By Marilyn Jager Adams. Cambridge, MA: The MIT Press, 1990. Pp. x, 494. Cloth $29.95. (1991)On the Anglocentricities of current reading research and practice: The perils of overreliance on an "outlier" orthography. (2008)Aligning Theory and Assessment of Reading Fluency: Automaticity, Prosody, and Definitions of Fluency (2010)The Handbook of School Psychology (1982)Educational Leadership (1999)Responsiveness-to-Intervention (2012)Smart RTI: A Next-Generation Approach to Multilevel Prevention (2012)Teaching to address diverse learning needs: development and validation of a Differentiated Instruction Scale (2012)Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy (1986)Woodcock-Johnson Psycho-Educational Battery-Revised (1990)Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model. (1994)A Longitudinal Investigation of Reading Outcomes in Children With Language Impairments (2002)Specific reading disability (dyslexia): what have we learned in the past four decades? (2004)Why IQ is not a covariate in cognitive studies of neurodevelopmental disorders (2009)Review of Psychometric theory (2nd ed.). (1979)Preventing Reading Difficulties in Young Children (1998)Reinterpreting the development of reading skills (2005)Introduction to response to intervention: What, why, and how valid is it? (2006)Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (2000)Progress Monitoring Measures in Mathematics (2007)Oral Reading Fluency Assessment: Issues of Construct, Criterion, and Consequential Validity (2010)Stereotype threat and the intellectual test performance of African Americans. (1995)Stereotype threat and the intellectual test performance of African Americans. (1995)The cultural nature of human development (2003)Toward an Interdisciplinary Understanding of Educational Equity and Difference (2011)Dis/ability critical race studies (DisCrit): theorizing at the intersections of race and dis/ability (2012)Disproportionality in Special Education: Effects of Individual and School Variables on Disability Risk (2013)Rapid ‘automatized’ naming (R.A.N.): Dyslexia differentiated from other learning disabilities (1976)The cognitive development of young dual language learners: A critical review (2014)Wide Range Achievement Test (2017)Developmental dyslexia: emotional impact and consequences (2018)The Achievement Gap and the Discipline Gap (2010)Race Is Not Neutral: A National Investigation of African American and Latino Disproportionality in School Discipline (2011)Evidence-Based Practices and Implementation Science in Special Education (2013)Oral Reading Fluency Norms: A Valuable Assessment Tool for Reading Teachers (2006)
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References

  • 1985Curriculum-Based Measurement: The Emerging Alternative1,692 cited
  • 2001Oral Reading Fluency as an Indicator of Reading Competence: A Theoretical, Empirical, and Historical Analysis1,607 cited
  • 2002Minority Students in Special and Gifted Education1,194 cited
  • 2003Developments in Curriculum-Based Measurement700 cited
  • 2001The Importance and Decision-Making Utility of a Continuum of Fluency-Based Indicators of Foundational Reading Skills for Third-Grade High-Stakes Outcomes566 cited
  • 2003The Development of Reading in Children Who Speak English as a Second Language.519 cited
  • 2010Justifying and Explaining Disproportionality, 1968–2008: A Critique of Underlying Views of Culture518 cited
  • 2000Differentiating Between Difficult-to-Remediate and Readily Remediated Poor Readers398 cited
  • 1998Advanced applications of curriculum-based measurement386 cited
  • 2010The “Blurring” of Special Education in a New Continuum of General Education Placements and Services384 cited
  • 2006Selecting at-risk readers in first grade for early intervention: A two-year longitudinal study of decision rules and procedures.316 cited
  • 2005Responding to Nonresponders: An Experimental Field Trial of Identification and Intervention Methods292 cited
  • 2009Are first- and second-language factors related in predicting second-language reading comprehension? A study of Spanish-speaking children acquiring English as a second language from first to second grade.

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267 cited
  • 2002Linguistic Diversity and the Development of Reading Skills: A Longitudinal Study245 cited
  • 2004Development of Reading in Grades K–2 in Spanish‐Speaking English‐Language Learners228 cited
  • 2007Accuracy of the DIBELS Oral Reading Fluency Measure for Predicting Third Grade Reading Comprehension Outcomes227 cited
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