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Oral Reading Fluency as an Indicator of Reading Competence: A Theoretical, Empirical, and Historical Analysis

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The Validity of Informal Reading Comprehension Measures

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Rating the Importance of Structural Units of Prose Passages: A Problem of Metacognitive Development

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Identifying Valid Measures of Reading

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Paradigmatic Distinctions between Instructionally Relevant Measurement Models

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The Effects of Frequent Curriculum-Based Measurement and Evaluation on Pedagogy, Student Achievement, and Student Awareness of Learning

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Assessing Intervention Responsiveness: Conceptual and Technical Issues

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Relationships between Oral Reading Rates for Letters, Words, and Simple Text in the Development of Reading Achievement

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Straight Talk about Mental Tests

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Effects of Expert System Consultation within Curriculum-Based Measurement, Using a Reading Maze Task

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Effects of Instrumental Use of Curriculum-Based Measurement to Enhance Instructional Programs

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Effects of Alternative Goal Structures within Curriculum-Based Measurement

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Monitoring Reading Growth Using Student Recalls: Effects of Two Teacher Feedback Systems

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Curriculum-based measurement and literature-based reading: Is curriculum-based measurement meeting the needs of changing reading curricula?

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Measuring Pupil Progress: A Comparison of Standardized Achievement Tests and Curriculum-Related Measures

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Curriculum-Based Measurement and Two Models of Follow-up Consultation

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The Effects of Curriculum on the Sensitivity of Curriculum-Based Measurement in Reading

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Does Passive Learning Account for Disabled Readers' Comprehension Deficits in Ordinary Reading Situations?

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The Asymptotic Distribution of Commonality Components

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Limitations of a Feel-Good Approach to Consultation

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Straight talk about mental tests

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Smart RTI: A Next-Generation Approach to Multilevel Prevention

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Using Curriculum‐Based Measurement to Improve Student Achievement: Review of Research

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Selecting at-risk readers in first grade for early intervention: A two-year longitudinal study of decision rules and procedures.

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The Complex Nature of Reading Fluency: A Multidimensional View

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Do different types of school mathematics development depend on different constellations of numerical versus general cognitive abilities?

Fuchs, L. S., Geary, D. C., Compton, D. L., Fuchs, D., Hamlett, C. L., Seethaler, P. M., Bryant, J. D., & Schatschneider, C. (2010) · Developmental Psychology · doi:10.1037/a0020662 · Cited by 263 · see citing works

Literature Synthesis on Curriculum-Based Measurement in Reading

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The relation between DIBELS, reading comprehension, and vocabulary in urban first‐grade students

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Componential skills of beginning writing: An exploratory study

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Selecting at-risk first-grade readers for early intervention: Eliminating false positives and exploring the promise of a two-stage gated screening process.

Compton, D. L., Fuchs, D., Fuchs, L. S., Bouton, B. D., Gilbert, J. K., Barquero, L. A., Cho, E., & Crouch, R. C. (2010) · Journal of Educational Psychology · doi:10.1037/a0018448 · Cited by 194 · see citing works

Understanding the positive role of neighborhood socioeconomic advantage in achievement: The contribution of the home, child care, and school environments.

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The Contributions of Numerosity and Domain-General Abilities to School Readiness

Fuchs, L., Geary, D., Compton, D. L., Fuchs, D., Hamlett, C. L., & Bryant, J. D. (2010) · Child Development · doi:10.1111/j.1467-8624.2010.01489.x · Cited by 160 · see citing works

Reading Fluency as a Predictor of Reading Proficiency in Low-Performing, High-Poverty Schools

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Effects of first-grade number knowledge tutoring with contrasting forms of practice.

Fuchs, L. S., Geary, D. C., Compton, D. L., Fuchs, D., Schatschneider, C. W., Hamlett, C. L., DeSelms, J., Seethaler, P. M., Wilson, J., Craddock, C. F., et al. (2012) · Journal of Educational Psychology · doi:10.1037/a0030127 · Cited by 153 · see citing works

Is Word-Problem Solving a Form of Text Comprehension?

Fuchs, L. S., Fuchs, D., Compton, D. L., Hamlett, C. L., & Wang, A. Y. (2015) · Scientific Studies of Reading · doi:10.1080/10888438.2015.1005745 · Cited by 151 · see citing works

How Can We Improve the Accuracy of Screening Instruments?

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Are Fluency Measures Accurate Predictors of Reading Achievement?

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Text Comprehension and Oral Language as Predictors of Word-Problem Solving: Insights into Word-Problem Solving as a Form of Text Comprehension

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Processing demands of reading comprehension tests in young readers

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Accelerating Chronically Unresponsive Children to Tier 3 Instruction

Compton, D. L., Gilbert, J. K., Jenkins, J. R., Fuchs, D., Fuchs, L. S., Cho, E., Barquero, L. A., & Bouton, B. D. (2012) · Journal of Learning Disabilities · doi:10.1177/0022219412442151 · Cited by 97 · see citing works

Cross-language transfer of word reading accuracy and word reading fluency in Spanish-English and Chinese-English bilinguals: Script-universal and script-specific processes.

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Tracking children who fly below the radar: Latent transition modeling of students with late-emerging reading disability

Compton, D. L., Fuchs, D., Fuchs, L. S., Elleman, A. M., & Gilbert, J. K. (2008) · Learning and Individual Differences · doi:10.1016/j.lindif.2008.04.003 · Cited by 94 · see citing works

Efficacy of a First‐Grade Responsiveness‐to‐Intervention Prevention Model for Struggling Readers

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The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners

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Relations between CBM (oral reading and maze) and reading comprehension on state achievement tests: A meta-analysis

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Test of Silent Word Reading Fluency

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An Empirical Review of Psychometric Evidence for the Dynamic Indicators of Basic Early Literacy Skills

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A Longitudinal Analysis of the Trajectories and Predictors of Word Reading and Reading Comprehension Development Among At-Risk Readers

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The Signed Reading Fluency of Students Who Are Deaf/Hard of Hearing

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A Cognitive Dimensional Approach to Understanding Shared and Unique Contributions to Reading, Math, and Attention Skills

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Predictors of reading skills for kindergartners and first grade students in Spanish: a longitudinal study

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Measuring the Dimensions of Alphabetic Principle on the Reading Development of First Graders

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Predictive Validity of Early Literacy Indicators From the Middle of Kindergarten to Second Grade

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First-Grade Cognitive Abilities as Long-Term Predictors of Reading Comprehension and Disability Status

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Evaluating Curriculum-Based Measurement Slope Estimates Using Data From Triannual Universal Screenings

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How prior knowledge affects word identification and comprehension

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The Construct and Predictive Validity of a Dynamic Assessment of Young Children Learning to Read: Implications for RTI Frameworks

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Growth of Compounding Awareness Predicts Reading Comprehension in Young Chinese Students: A Longitudinal Study From Grade 1 to Grade 2

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Differentiated Writing Interventions for High-Achieving Urban African American Elementary Students

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Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present

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Improving the efficacy of first grade reading screening: An investigation of word identification fluency with other early literacy indicators.

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Using Nonsense Word Fluency to Predict Reading Proficiency in Kindergarten Through Second Grade for English Learners and Native English Speakers

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Hitting the Moving Target Known as Reading Development

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Using Word Identification Fluency to Monitor First-Grade Reading Development

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Children at Risk for Reading Failure; Constructing an Early Screening Measure

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Access to a Responsiveness to Intervention Model

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Modeling Polymorphemic Word Recognition

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Special Education in a 4‐Year Response to Intervention (RtI) Environment: Characteristics of Students with Learning Disability and Grade of Identification

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The Cognitive Element Model of Reading Instruction

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Data-Based Decision-Making

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Effects of an iPad-Supported Phonics Intervention on Decoding Performance and Time On-Task

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Contributions of morphological awareness and rapid automatized naming (RAN) to Chinese children’s reading comprehension versus reading fluency: evidence from a longitudinal mediation model

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Making Sense of Nonsense Word Fluency: Determining Adequate Progress in Early First–Grade Reading

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Examining the Predictive Validity of a Dynamic Assessment of Decoding to Forecast Response to Tier 2 Intervention

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Understanding Unresponsiveness to Tier 2 Reading Intervention

Toste, J. R., Compton, D. L., Fuchs, D., Fuchs, L. S., Gilbert, J. K., Cho, E., Barquero, L. A., & Bouton, B. D. (2014) · Learning Disability Quarterly · doi:10.1177/0731948713518336 · Cited by 38 · see citing works

Tertiary Intervention; Using Progress Monitoring with Intensive Services

Stecker, P. M. (2007) · Teaching Exceptional Children · doi:10.1177/004005990703900507 · Cited by 35 · see citing works

Using curriculum-based measurement to inform reading instruction

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The unique relation of silent reading fluency to end-of-year reading comprehension: understanding individual differences at the student, classroom, school, and district levels

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Concurrent Criterion-Related Validity of Early Literacy Indicators for Middle of First Grade

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Effects of Targeted Intervention on Early Literacy Skills of At-Risk Students

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What is a reading error?

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A preliminary investigation of within-year growth patterns in reading and mathematics curriculum-based measures

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Health issues faced by adolescents incarcerated in the juvenile justice system

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Language-related longitudinal predictors of arithmetic word problem solving: A structural equation modeling approach

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Response to Intervention and Positive Behavior Support

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Reliability and Validity of Oral Reading Fluency Median and Mean Scores Among Middle Grade Readers When Using Equated Texts

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Home literacy environment profiles of children with language impairment: associations with caregiver- and child-specific factors

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Long-Term Effects of First-Grade Multitier Intervention

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Understanding Inadequate Response to First-Grade Multi-Tier Intervention

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Functional Correlates of Children's Responsiveness to Intervention

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The Effects of a Text-Centered Literacy Curriculum for Students With Intellectual Disability

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An investigation of gender, income, and special education status bias on curriculum-based measurement slope in reading.

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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

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Monitoring Children with Reading Disabilities' Response to Phonics Intervention: Are There Differences between Intervention Aligned and General Skill Progress Monitoring Assessments?

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Three DIBELS Tasks vs. Three Informal Reading/Spelling Tasks: A Comparison of Predictive Validity

Morris, D., Trathen, W., Perney, J., Gill, T., Schlagal, R., Ward, D., & Frye, E. M. (2017) · Reading Psychology · doi:10.1080/02702711.2016.1263700 · Cited by 21 · see citing works

The Differential Importance of Component Skills on Reading Comprehension Test Performance Among Struggling Adolescent Readers

Clemens, N. H., Hsiao, Y., Lee, K., Martinez‐Lincoln, A., Moore, C. A., Toste, J. R., & Simmons, L. E. (2020) · Journal of Learning Disabilities · doi:10.1177/0022219420932139 · Cited by 22 · see citing works

Initial Progress of Children Identified with Disabilities in Michigan's Reading First Schools

Katz, L. A., Stone, C. A., Carlisle, J. F., Corey, D. L., & Zeng, J. (2008) · Exceptional Children · doi:10.1177/001440290807400206 · Cited by 22 · see citing works

Influences of neural pathway integrity on children’s response to reading instruction

Davis, N. (2010) · Frontiers in Systems Neuroscience · doi:10.3389/fnsys.2010.00150 · Cited by 21 · see citing works

Assessing Letter Sound Knowledge: A Comparison of Letter Sound Fluency and Nonsense Word Fluency

Ritchey, K. D. (2008) · Exceptional Children · doi:10.1177/001440290807400405 · Cited by 36 · see citing works

The impact of formative assessment on K-12 learning: a meta-analysis

Yao, Y., Amos, M., Snider, K. A., & Brown, T. (2024) · Educational Research and Evaluation · doi:10.1080/13803611.2024.2363831 · Cited by 39 · see citing works

A Comparison of Two Path Models for Predicting Reading Fluency

Burke, M. D., Crowder, W. C., Hagan–Burke, S., & Zou, Y. (2008) · Remedial and Special Education · doi:10.1177/0741932508315047 · Cited by 20 · see citing works

Examining Variance in Reading Comprehension Among Developing Readers: Words in Context (Curriculum-Based Measurement in Reading) Versus Words Out of Context (Word Lists)

Ardoin, S. P., Eckert, T. L., Christ, T. J., White, M. J., Morena, L. S., January, S. A., & Hine, J. F. (2013) · School Psychology Review · doi:10.1080/02796015.2013.12087472 · Cited by 19 · see citing works

Universal Screening for Social, Emotional, and Behavioral Risk in Students: DESSA-mini Risk Stability Over Time and Its Implications for Screening Procedures

Kilpatrick, K., Maras, M. A., Brann, K. L., & Kilgus, S. P. (2018) · School Psychology Review · doi:10.17105/spr-2017-0069.v47-3 · Cited by 19 · see citing works

Leveraging technology: A multi-component personalized system of instruction to teach sight words

Hammerschmidt‐Snidarich, S. M., Edwards, L., Christ, T. J., & Thayer, A. J. (2019) · Journal of School Psychology · doi:10.1016/j.jsp.2018.12.005 · Cited by 19 · see citing works

Monitoring Early First-Grade Reading Progress

Clemens, N. H., Shapiro, E. S., Wu, J., Taylor, A. B., & Caskie, G. I. L. (2012) · Journal of Learning Disabilities · doi:10.1177/0022219412454455 · Cited by 20 · see citing works

Teachers’ Beliefs and Their Students’ Progress in Professional Development

Rodgers, E. M., D’Agostino, J. V., Berenbon, R., Mikita, C., Winkler, C. E., & Wright, M. E. (2022) · Journal of Teacher Education · doi:10.1177/00224871221075275 · Cited by 18 · see citing works

The Effect of Anxiety on the Measurement of Reading Fluency and Comprehension

Tysinger, J. A., Tysinger, P. D., & Diamanduros, T. D. (2010) · Georgia Educational Researcher · doi:10.20429/ger.2010.080102 · Cited by 18 · see citing works

Using Curriculum-Based Measurement To Monitor Kindergarteners’ Mathematics Development

Seethaler, P. M., & Fuchs, L. S. (2011) · Assessment for Effective Intervention · doi:10.1177/1534508411413566 · Cited by 16 · see citing works

Examining the Impacts of Early Reading Intervention on the Growth Rates in Basic Literacy Skills of At-Risk Urban Kindergarteners

Lo, Y., Wang, C., & Haskell, S. (2008) · The Journal of Special Education · doi:10.1177/0022466907313450 · Cited by 16 · see citing works

Is “Response/No Response” Too Simple a Notion for RTI Frameworks? Exploring Multiple Response Types With Latent Profile Analysis

Peng, P., Fuchs, D., Fuchs, L. S., Cho, E., Elleman, A. M., Kearns, D. M., Patton, S., & Compton, D. L. (2020) · Journal of Learning Disabilities · doi:10.1177/0022219420931818 · Cited by 15 · see citing works

Evaluating the Interpretations and Use of Curriculum-Based Measurement in Reading and Word Lists for Universal Screening in First and Second Grade

January, S. A., Ardoin, S. P., Christ, T. J., Eckert, T. L., & White, M. J. (2016) · School Psychology Review · doi:10.17105/spr45-3.310-326 · Cited by 15 · see citing works

Comparison of progress monitoring data from general outcome measures and specific subskill mastery measures for reading

Norman, E. R. V., Maki, K. E., Burns, M. K., McComas, J. J., & Helman, L. A. (2018) · Journal of School Psychology · doi:10.1016/j.jsp.2018.02.002 · Cited by 15 · see citing works

Development of a word reading test: Identifying students at-risk for reading problems

Chaves‐Sousa, S., Santos, S., Viana, F. L., Vale, A. P., Cadime, I., Prieto, G., & Ribeiro, I. (2016) · Learning and Individual Differences · doi:10.1016/j.lindif.2016.11.008 · Cited by 15 · see citing works

Addressing False Positives in Early Reading Assessment Using Intervention Response Data

McAlenney, A. L., & Coyne, M. D. (2013) · Learning Disability Quarterly · doi:10.1177/0731948713514057 · Cited by 14 · see citing works

Segmentation and Representation of Consonant Blends in Kindergarten Children’s Spellings

Werfel, K. L., & Schuele, C. M. (2012) · Language Speech and Hearing Services in Schools · doi:10.1044/0161-1461(2012/11-0005 · Cited by 14 · see citing works

Tender Shoots: A Parent‐Mediated Randomized Controlled Trial With Preschool Children Benefits Beginning Reading 1 Year Later

Schaughency, E. A., Linney, K., Carroll, J., Das, S., Riordan, J., & Reese, E. (2023) · Reading Research Quarterly · doi:10.1002/rrq.500 · Cited by 13 · see citing works

Building Tier 3 Intervention for Long‐Term Slow Growers in Grades 3–4: A Pilot Study

Sanchez, V. M., & O’Connor, R. E. (2015) · Learning Disabilities Research and Practice · doi:10.1111/ldrp.12085 · Cited by 13 · see citing works

Relations between Risk for Sleep-Disordered Breathing, Cognitive and Executive Functioning, and Academic Performance in Six-Year-Olds

Luo, R., Harding, R., Galland, B. C., Sellbom, M., Gill, A. I., & Schaughency, E. A. (2019) · Early Education and Development · doi:10.1080/10409289.2019.1593075 · Cited by 13 · see citing works

Predictive Validity of Kindergarten Progress Monitoring Measures Across the School Year: Application of Dominance Analysis

Clemens, N. H., Hsiao, Y., Simmons, L. E., Kwok, O., Greene, E. A., SooHoo, M., Henri, M., Luo, W., Prickett, C., Rivas, B. K., et al. (2018) · Assessment for Effective Intervention · doi:10.1177/1534508418775805 · Cited by 12 · see citing works

Predicting reading growth with event-related potentials: Thinking differently about indexing “Responsiveness”

Lemons, C. J., Key, A. P. F., Fuchs, D., Yoder, P. J., Fuchs, L. S., Compton, D. L., Williams, S. M., & Bouton, B. D. (2009) · Learning and Individual Differences · doi:10.1016/j.lindif.2009.11.006 · Cited by 12 · see citing works

Development of Oral Reading Fluency in Young Children at Risk for Failure

Wang, C., Porfeli, E. J., & Algozzine, B. (2008) · Journal of Education for Students Placed at Risk (JESPAR) · doi:10.1080/10824660802427702 · Cited by 12 · see citing works

Using Arabic Word Identification Fluency to Monitor First‐grade Reading Progress

Abu‐Hamour, B. (2013) · Dyslexia · doi:10.1002/dys.1472 · Cited by 4 · see citing works

Monitoring Early First-Grade Reading Progress

Clemens, N. H., Shapiro, E. S., Wu, J., Taylor, A. B., & Caskie, G. I. L. (2012) · Journal of Learning Disabilities · doi:10.1177/0022219412454455 · Cited by 20 · see citing works

A comparison of nonsense-word fluency and curriculum-based measurement of reading to measure response to phonics instruction.

Norman, E. R. V., Nelson, P. M., & Parker, D. C. (2018) · School Psychology Quarterly · doi:10.1037/spq0000237 · Cited by 9 · see citing works

Using Word Identification Fluency to Monitor First-Grade Reading Development

Zumeta, R. O., Compton, D. L., & Fuchs, L. S. (2012) · Exceptional Children · doi:10.1177/001440291207800204 · Cited by 55 · see citing works

Initial Evidence That Letter Fluency Tasks Are Valid Indicators of Early Reading Skill

Speece, D. L., Mills, C., Ritchey, K. D., & Hillman, E. (2003) · The Journal of Special Education · doi:10.1177/002246690303600403 · Cited by 133 · see citing works