Christine Espin
Christine Espin
Professor of Educational Psychology, Special Education, Leiden University
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Sources of individual differences in reading comprehension and reading fluency.
JR Jenkins, LS Fuchs, P Van Den Broek, C Espin, SL Deno
Journal of educational psychology 95 (4), 719, 2003
Literature synthesis on curriculum-based measurement in reading
M Miura Wayman, T Wallace, HI Wiley, R Tichá, CA Espin
The Journal of Special Education 41 (2), 85-120, 2007
Higher-order comprehension processes in struggling readers: A perspective for research and intervention
DN Rapp, P Broek, KL McMaster, P Kendeou, CA Espin
Scientific studies of reading 11 (4), 289-312, 2007
Technical features of curriculum-based measurement in writing: A literature review
K McMaster, C Espin
The Journal of Special Education 41 (2), 68-84, 2007
Technical adequacy of the maze task for curriculum-based measurement of reading growth
J Shin, SL Deno, C Espin
The Journal of Special Education 34 (3), 164-172, 2000
Accuracy and fluency in list and context reading of skilled and RD groups: Absolute and relative performance levels
JR Jenkins, LS Fuchs, P Van Den Broek, C Espin, SL Deno
Learning Disabilities Research & Practice 18 (4), 237-245, 2003
Validity of general outcome measures for predicting secondary students' performance on content-area tasks
CA Espin, A Foegen
Exceptional Children 62 (6), 497-514, 1996
Identifying indicators of written expression proficiency for middle school students
C Espin, J Shin, SL Deno, S Skare, S Robinson, B Benner
The Journal of Special Education 34 (3), 140-153, 2000
Connecting cognitive theory and assessment: Measuring individual differences in reading comprehension
P van den Broek, CA Espin
School Psychology Review 41 (3), 315-325, 2012
Making the right connections: Differential effects of reading intervention for subgroups of comprehenders
KL McMaster, P Van den Broek, CA Espin, MJ White, DN Rapp, ...
Learning and Individual Differences 22 (1), 100-111, 2012
Curriculum-based measurement in the content areas: Vocabulary matching as an indicator of progress in social studies learning
CA Espin, J Shin, TW Busch
Journal of Learning Disabilities 38 (4), 353-363, 2005
Performance in reading from content area text as an indicator of achievement
CA Espin, SL Deno
Remedial and Special Education 14 (6), 47-59, 1993
Creating a progress‐monitoring system in reading for middle‐school students: Tracking progress toward meeting high‐stakes standards
C Espin, T Wallace, E Lembke, H Campbell, JD Long
Learning Disabilities Research & Practice 25 (2), 60-75, 2010
Teaching students with learning disabilities: Perceptions of a first-year teacher
TW Busch, K Pederson, CA Espin, JW Weissenburger
The Journal of Special Education 35 (2), 92-99, 2001
Criterion-related validity of curriculum-based measures in writing for secondary school students
CA Espin
Reading & Writing Quarterly 15 (1), 5-27, 1999
Individualized education programs in resource and inclusive settings: How “individualized” are they?
CA Espin, SL Deno, D Albayrak-Kaymak
The Journal of Special Education 32 (3), 164-174, 1998
Reading progress monitoring for secondary‐school students: Reliability, validity, and sensitivity to growth of reading‐aloud and maze‐selection measures
R Tichá, CA Espin, MM Wayman
Learning Disabilities Research & Practice 24 (3), 132-142, 2009
Curriculum-based measurement in writing: Predicting the success of high-school students on state standards tests
C Espin, T Wallace, H Campbell, E Lembke, J Long, R Ticha
Exceptional Children 74 (2), 174-193, 2008
The relationship between curriculum-based measures in written expression and quality and completeness of expository writing for middle school students
CA Espin, S De La Paz, BJ Scierka, L Roelofs
The Journal of Special Education 38 (4), 208-217, 2005
Curriculum-based measurement for secondary students
CA Espin, G Tindal
Advanced applications of curriculum-based measurement, 214-253, 1998
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