Within-year oral reading fluency with CBM: a comparison of models
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Instructional changes are made more often as a function of weekly goal ambitiousness (1 to 1.5 word per week) but interact with frequency of measurement; when using slope to prompt change, more consistent progress monitoring occurs across conditions of goal.
“Instructional changes are made more often as a function of weekly goal ambitiousness (1 to 1.5 word per week) but interact with frequency of measurement; when using slope to prompt change, more consistent progress monitoring occurs across conditions of goal [76].”
From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [76]
Two research exceptions reflecting different schedules report generally similar results to the earlier research on growth: Jenkins and Terjeson and Jenkins et al.
“Two research exceptions reflecting different schedules report generally similar results to the earlier research on growth: Jenkins and Terjeson [76] and Jenkins et al. [75].”
From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [76]
Cites
Fuchs, D., Mock, D., Morgan, P. L., & Young, C. L. (2003) · Learning Disabilities Research & Practice · doi:10.1111/1540-5826.00072 · Cited by 868 · cited 1× · see citing works
“Depending on the academic progress tracked over time, or growth rate, the identified students may be selected for increasingly intensive interventions, including special education evaluation and/or placement ( Fuchs, Mock, Morgan, & Young, 2003 ).”
BackgroundDevelopments in Curriculum-Based Measurement
Deno, S. L. (2003) · The Journal of Special Education · doi:10.1177/00224669030370030801 · Cited by 653 · see citing works
Shinn, M. R. (2007) · School Psychology Review · doi:10.1080/02796015.2007.12087920 · Cited by 148 · see citing works
Ardoin, S. P., & Christ, T. J. (2008) · School Psychology Review · doi:10.1080/02796015.2008.12087912 · Cited by 72 · see citing works
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Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present
Tindal, G. (2013) · ISRN Education · doi:10.1155/2013/958530 · Cited by 59 · see citing works
Self-citation
- Authors
- Nese, J. F. T., Biancarosa, G., Anderson, D., Lai, C.-F., Alonzo, J., & Tindal, G.
- Affiliations
- University of Oregon (US)
- Corresponding author
- Nese, Joseph F. T.
- Venue
- Reading and Writing
- Published
- 2011-03-18
- Volume
- 25
- Issue
- 4
- Pages
- 887-915
- ISSN
- 0922-4777 (ISSN-L)
- 1573-0905
- OpenAlex
- W1972126511
- Cited by
- 33
- References
- 4
- Citations by year
- 2026: 1 · 2024: 3 · 2023: 3 · 2022: 2 · 2021: 2 · 2020: 1 · 2019: 2 · 2018: 2 · 2017: 5 · 2016: 4 · 2015: 1 · 2014: 2 · 2013: 3 · 2012: 2
- FWCI
- 4.60
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Reading and Writing (publishedVersion)
- Funders
- Institute of Education Sciences
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Decision Sciences › Information Systems and Management › Educational Assessment and Improvement
- Keywords
- oral reading fluency, curriculum-based measurement, linear growth model, special education, limited English proficiency, grade level differences, reading assessment
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
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