Fuchs, L. S., Deno, S. L. & Mirkin, P. K. (1984). Effects of frequent curriculum-based measurement on pedagogy, student achievement, and student awareness of learning. American Educational Research Journal, 21(2), 449-450.
Fuchs, L S., Fuchs, D., & Hamlett, C. L. (1989a). Effects of alternative goal structures within curriculum-based measurement. Exceptional Children, 55(5), 429-438.
Johnson, E., Jenkins, J., Petscher, Y., & Catts, H. (in press). How can we improve the accuracy of screening instruments? Learning Disabilities Research & Practice.
Mathes, P. G., Denton, C., Fletcher, J., Anthony, J., Francis, D., & Schatschneider, C. (2005). The effects of theoretically different instruction and student characteristics on the skills of struggling readers. Reading Research Quarterly, 40(2), 148-182.
McMaster, K. L., Fuchs, D., Fuchs, L. S., & Compton, D. L. (2005). Responding to nonresponders: An experimental field trial of identification and intervention methods. Exceptional Children, 71(4), 445-463.
Vaughn, S., Linan-Thompson, S., & Hickman, P. (2003). Response to instruction as a means of identifying students with reading/learning disabilities. Exceptional Children, 69(4), 391-409.
Vaughn, S., Mathes, P., Linan-Thompson, S., Cirino, P., Carlson, C., Pollard-Durodola, S., Cardenas-Hagan, E., & Francis, D. (2006). Effectiveness of an English intervention for first-grade English language learners at risk for reading problems. Elementary School Journal, 107(2), 153-180.
