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Journal of Learning Disabilities|August 27, 2005
Curriculum-based measurement in the content areas: vocabulary matching as an indicator of progress in social studies learningChristine A Espin, Jongho Shin, Todd W BuschJournal of Learning Disabilities|June 11, 2021
International Perspectives on Understanding and Improving Teachers' Data-Based Instruction and Decision Making: Introduction to the Special SeriesChristine A Espin, Natalie Förster, Suzanne E MolReading and Writing|February 20, 2018
CBM maze-scores as indicators of reading level and growth for seventh-grade studentsSiuman Chung, Christine A Espin, Claire E StevensonJournal of Learning Disabilities|December 7, 2023
A Systematic Review of CBM Content in Practitioner-Focused Journals: Do We Talk About Instructional Decision-Making?Erica C Fry, Jessica R Toste, Beth R Feuer, et al.Journal of Learning Disabilities|March 27, 2007
History as narrative: the nature and quality of historical understanding for students with LDChristine A Espin, Jazmin Cevasco, Paul van den Broek, et al.Journal of Learning Disabilities|June 22, 2019
Improving Teachers' Comprehension of Curriculum-Based Measurement Progress-Monitoring GraphsRoxette M van den Bosch, Christine A Espin, Ron J Pat-El, et al.Journal of School Psychology|March 6, 2012
Assessing the reliability of Curriculum-Based Measurement: an application of Latent Growth ModelingSeungsoo Yeo, Dong-Il Kim, Lee Branum-Martin, et al.Zeitschrift Fur Erziehungswissenschaft : Zfe|April 9, 2019
Curriculum-Based Measurement progress data: Effects of graph pattern on ease of interpretationChristine A Espin, Nadira Saab, Ron Pat-El, et al.Journal of Learning Disabilities|March 22, 2021
A Systematic Review of CBM Professional Development Materials: Are Teachers Receiving Sufficient Instruction in Data-Based Decision-Making?Christine A Espin, Roxette M van den Bosch, Marijke van der Liende, et al.Pageof 1