Although phonemic awareness is a known predictor of early decoding and word recognition, less is known about relationships between phonemic awareness and text reading fluency. This longitudinal study is the first to investigate this relationship by measuring eye movements during picture matching tasks and during silent sentence reading. Time spent…

This article reported the concurrent, predictive, and diagnostic accuracy of a computer-adaptive test (CAT) and curriculum-based measurements (CBM; both computation and concepts/application measures) for universal screening in mathematics among students in first through fourth grade. Correlational analyses indicated moderate to strong…

Despite evidence that the maze is a reliable measure of reading comprehension, existing research suggests potential problems with the manner in which maze probes are developed. Specifically, research suggests students may be able to respond accurately to a large portion of target words without having to comprehend what they are reading. The…

The present study is a large-scale randomized trial testing the efficacy of a family-school partnership model (i.e., conjoint behavioral consultation) for promoting behavioral competence and decreasing problem behaviors of students identified by their teachers as disruptive. The focus of this study is on student behavioral outcomes and the…

The positive effect of competent behaviors on academic functioning may outweigh the negative effect of externalizing problems. The current study examined this premise among children with externalizing problems in the early elementary years. Participants were 207 kindergarten through third-grade children and their parents and teachers. Results…

Teacher judgments about students' academic abilities are important for instructional decision making and potential special education entitlement decisions. However, the small number of studies evaluating teachers' judgments are limited methodologically (e.g., sample size, procedural sophistication) and have yet to answer important questions…

Universal screening measures are an integral component of any tiered system of instructional delivery. Recent studies of screening measures have often excluded examinations of bias in predictive validity. The present study examined a common screening instrument for evidence of bias in predictive validity across the four disaggregation categories…

Peer aggression in children is a serious issue that school psychologists often encounter on a daily basis. To develop a better understanding of aggression, it is important to look at specific subtypes of aggression and how they are related to adjustment difficulties. Past research has examined the links between reactive and proactive physical…

Using a cross-sectional design and five Dynamic Indicators of Basic Early Literacy Skills measures, researchers tested for gender differences in reading skills for 1,218 kindergarten through fifth-grade students. A series of two-way repeated measures analyses of variance with time of year (fall, winter, and spring) serving as the within-subjects…

Beyond reliability and validity, measures used to model student growth must consist of multiple probes that are equivalent in level of difficulty to establish consistent measurement conditions across time. Although existing evidence supports the reliability of curriculum-based measurement in reading (CBMR), few studies have empirically evaluated…

Curriculum-based measurement of oral reading (CBM-R) is often used to benchmark growth in the fall, winter, and spring. CBM-R is also used to set goals and monitor student progress between benchmarking occasions. The results of previous research establish an expectation that weekly growth on CBM-R tasks is consistently linear throughout the…

The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are brief measures of early literacy skills for students in Grades K-6 (University of Oregon, 2009; see Kaminski & Good, 1996). School psychologists and other educational professionals use DIBELS to identify students who are in need of early intervention. The purpose of this review was…

Children with attention deficit hyperactivity disorder (ADHD) make up a considerable proportion of students who receive special education services in schools. The present study aimed to enhance the outcomes of students with ADHD in special education settings by using a daily report card (DRC). Thirty-three children with ADHD in special education…

The use of curriculum-based measures for the purpose of school-wide screening and progress monitoring of reading within school reform processes has been discussed extensively in the literature over the past several years. Little has been done, however, in terms of evaluating the predictive bias of these measures across ethnic groups, particularly…

The purpose of this follow-up study was to evaluate the effectiveness of two consultation-based models to enhance the educational functioning of children with attention deficit hyperactivity disorder (ADHD) after 1 year of no treatment. Children (N = 167) meeting "Diagnostic Statistical Manual" (4th ed., text revision; 2000) criteria for attention…