The DOI matches its Crossref record; 29 of the 29 references it cites were found in a registry or an index.
Monitoring Early Reading Development in First Grade: Word Identification Fluency versus Nonsense Word Fluency
Abstract
This study contrasts the validity of 2 early reading curriculum-based measurement (CBM) measures: word identification fluency and nonsense word fluency. At-risk children ( n = 151) were assessed (a) on criterion reading measures in the fall and spring of first grade and (b) on the 2 CBM measures each week for 7 weeks and twice weekly for an additional 13 weeks. Concurrent and predictive validity for CBM performance level and predictive validity for CBM slopes demonstrated the superiority of word identification fluency over nonsense word fluency. Findings are discussed in terms of the measures' utility for identifying children in need of intensive instruction and for monitoring children's progress through first grade.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
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?
In the citing paper
“Most of the original research behind CBM did not include measurement of these early reading skills; the landmark review provided by Adams [95] was still six years out from the end of IRLD funding.”
From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [95]
Citations
Cites
Casella, G., & Berger, R. L. (1993) · Chapman & Hall/CRC eBooks · doi:10.1201/9781003456285 · Cited by 5,835
Curriculum-Based Measurement: The Emerging Alternative
Deno, S. L. (1985) · Exceptional Children · doi:10.1177/001440298505200303 · Cited by 1,667
Fuchs, L. S., Fuchs, D., Hosp, M. K., & Jenkins, J. R. (2001) · Scientific Studies of Reading · doi:10.1207/s1532799xssr0503_3 · Cited by 1,527
Self-citationMeasurement and Evaluation in Psychology and Education.
S., R., Thorndike, R. L., & Hagen, E. P. (1961) · Journal of the American Statistical Association · doi:10.2307/2282039 · Cited by 1,235
Budescu, D. V. (1993) · Psychological Bulletin · doi:10.1037/0033-2909.114.3.542 · Cited by 1,193
Walker, H. M., & Lev, J. (1953) · Henry Holt and Company eBooks · doi:10.1037/11773-000 · Cited by 871
Kindergarten Prediction of Reading Skills: A Longitudinal Comparative Analysis.
Schatschneider, C. W., Fletcher, J. M., Francis, D. J., Carlson, C. D., & Foorman, B. R. (2004) · Journal of Educational Psychology · doi:10.1037/0022-0663.96.2.265 · Cited by 836
Good, R. H., Simmons, D. C., & Kame'enui, E. J. (2001) · Scientific Studies of Reading · doi:10.1207/s1532799xssr0503_4 · Cited by 545
The Validity of Informal Reading Comprehension Measures
Fuchs, L. S., Fuchs, D., & Maxwell, L. (1988) · Remedial and Special Education · doi:10.1177/074193258800900206 · Cited by 490
Self-citationRating the Importance of Structural Units of Prose Passages: A Problem of Metacognitive Development
Brown, A. L., & Smiley, S. S. (1977) · Child Development · doi:10.2307/1128873 · Cited by 472
Identifying Valid Measures of Reading
Deno, S. L., Mirkin, P. K., & Chiang, B. (1982) · Exceptional Children · doi:10.1177/001440298204900105 · Cited by 457
Woodcock reading mastery tests
Houck, C. K., & Harris, L. A. (1976) · Journal of School Psychology · doi:10.1016/0022-4405(76)90068-6 · Cited by 453
Paradigmatic Distinctions between Instructionally Relevant Measurement Models
Fuchs, L., & Deno, S. (1991) · Exceptional Children · doi:10.1177/001440299105700603 · Cited by 424
Self-citationFuchs, L. S., Deno, S. L., & Mirkin, P. K. (1984) · American Educational Research Journal · doi:10.3102/00028312021002449 · Cited by 420
Self-citationAssessing Intervention Responsiveness: Conceptual and Technical Issues
Fuchs, L. S. (2003) · Learning Disabilities Research & Practice · doi:10.1111/1540-5826.00073 · Cited by 236
Self-citationBiemiller, A. J. (1977) · Reading Research Quarterly · doi:10.2307/747307 · Cited by 213
Straight Talk about Mental Tests
Loehlin, J. C., & Jensen, A. R. (1982) · The American Journal of Psychology · doi:10.2307/1422145 · Cited by 204
Effects of Expert System Consultation within Curriculum-Based Measurement, Using a Reading Maze Task
Fuchs, L. S., Fuchs, D., Hamlett, C. L., & Ferguson, C. (1992) · Exceptional Children · doi:10.1177/001440299205800507 · Cited by 163
Self-citationEffects of Instrumental Use of Curriculum-Based Measurement to Enhance Instructional Programs
Fuchs, L. S., Fuchs, D., & Hamlett, C. L. (1989) · Remedial and Special Education · doi:10.1177/074193258901000209 · Cited by 137
Self-citationEffects of Alternative Goal Structures within Curriculum-Based Measurement
Fuchs, L. S., Fuchs, D., & Hamlett, C. L. (1989) · Exceptional Children · doi:10.1177/001440298905500506 · Cited by 120
Self-citationMonitoring Reading Growth Using Student Recalls: Effects of Two Teacher Feedback Systems
Fuchs, L. S., Fuchs, D., & Hamlett, C. L. (1989) · The Journal of Educational Research · doi:10.1080/00220671.1989.10885938 · Cited by 113
Self-citationHintze, J. M., & Shapiro, E. S. (1997) · Journal of School Psychology · doi:10.1016/s0022-4405(97)00014-9 · Cited by 70
Marston, D., Fuchs, L. S., & Deno, S. L. (1986) · Diagnostique · doi:10.1177/073724778601100203 · Cited by 69
Self-citationCurriculum-Based Measurement and Two Models of Follow-up Consultation
Wesson, C. L. (1990) · Exceptional Children · doi:10.1177/001440299105700307 · Cited by 52
The Effects of Curriculum on the Sensitivity of Curriculum-Based Measurement in Reading
Hintze, J. M., Shapiro, E. S., & Lutz, J. G. (1994) · The Journal of Special Education · doi:10.1177/002246699402800205 · Cited by 44
Jenkins, J. R., Heliotis, J. E., Haynes, M. C., & Beck, K. (1986) · Learning Disability Quarterly · doi:10.2307/1510403 · Cited by 43
The Asymptotic Distribution of Commonality Components
Hedges, L. V., & Olkin, I. (1981) · Psychometrika · doi:10.1007/bf02293739 · Cited by 30
Limitations of a Feel-Good Approach to Consultation
Fuchs, D., & Fuchs, L. S. (1992) · Journal of Educational and Psychological Consultation · doi:10.1207/s1532768xjepc0302_1 · Cited by 26
Self-citationStraight talk about mental tests
Eysenck, H. J. (1982) · Personality and Individual Differences · doi:10.1016/0191-8869(82)90065-4 · Cited by 23
Flagged first, then by citations
Research works printed but not linked: 5
- Fry E. B., 1968, Journal of Reading Behavior, 11, 513
- McDonnell L. M., 1997, Educating one and all: Students with disabilities and standards-based reform
- McMaster K. N., Exceptional Children
- President's Commission on Excellence in Special Education, 2002, A new era: Revitalizing special education for children and their families
- Vellutino F. R., Scanlon D. M., Small S., Fanuele D. (2003, December). Response to intervention as a vehicle for distinguishing between reading disabled and non-reading disabled children: Evidence for the role of kindergarten and first grade intervention. Paper presented at the National Research Center on Learning Disabilities Response-To-Intervention Symposium, Kansas City, MO.
Cited by
Sorted by citations
Smart RTI: A Next-Generation Approach to Multilevel Prevention
Fuchs, D., Fuchs, L. S., & Compton, D. L. (2012) · Exceptional Children · doi:10.1177/001440291207800301 · Cited by 362
Self-citationUsing Curriculum‐Based Measurement to Improve Student Achievement: Review of Research
Stecker, P. M., Fuchs, L. S., & Fuchs, D. (2005) · Psychology in the Schools · doi:10.1002/pits.20113 · Cited by 506
Self-citationCompton, D. L., Fuchs, D., Fuchs, L. S., & Bryant, J. D. (2006) · Journal of Educational Psychology · doi:10.1037/0022-0663.98.2.394 · Cited by 316
Self-citationThe Complex Nature of Reading Fluency: A Multidimensional View
Hudson, R. F., Pullen, P. C., Lane, H. B., & Torgesen, J. K. (2008) · Reading & Writing Quarterly · doi:10.1080/10573560802491208 · Cited by 268
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
Self-citation
Metadata
- Authors
- Fuchs, L. S., Fuchs, D., & Compton, D. L.
- Affiliations
- Vanderbilt University (US)
- Venue
- Exceptional Children
- Publisher
- SAGE Publications
- Published
- 2004-10
- Volume
- 71
- Issue
- 1
- Pages
- 7-21
- ISSN
- 0014-4029 (ISSN-L)
- 2163-5560
- OpenAlex
- W2148539784
- Cited by
- 225
- References
- 29
- Citations by year
- 2026: 1 · 2025: 3 · 2024: 7 · 2023: 10 · 2022: 7 · 2020: 7 · 2019: 8 · 2018: 14 · 2017: 5 · 2016: 8 · 2015: 15 · 2014: 11 · 2013: 13 · 2012: 23
- FWCI
- 10.75
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Exceptional Children (publishedVersion)
- 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 › Education › Early Childhood Education and Development
- Keywords
- early reading development, first grade, nonsense word fluency, curriculum-based measurement, vulnerable children, predictive validity, concurrent validity, reading progress monitoring
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.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
