Presentations and Publications

Development of a Vocabulary General Outcome Measure

Use and Validity of Acadience Reading Pre-K: PELI in Kindergarten

Exploring the Contribution of Spelling to Predicting Reading Risk

The Use and Validity of Preschool Early Literacy Indicators (PELI) in Kindergarten

Examining Spelling in Relation to Reading Risk in Kindergarten and First Grade

Phonemic Awareness as a Mediator of RAN and Later Reading Outcomes

Pathways to Increasing the Power of Possibilities in Math

Acadience Reading for All Learners in the Age of COVID: Grades K-2

Acadience Reading for All Learners in the Age of COVID: Grades 3-6

The Power and Possibility of Predicting Reading Outcomes with RAN

Assessment of Dyslexia and Specific Learning Disabilities

Exploring the Predictive Validity of RAN Measures and Their Role in Dyslexia Screening Decisions

Dyslexia and Specific Learning Disabilities: Focus on Effective RTI

Using Pathways of Progress to Set Goals and Evaluate Student Progress

Using Systems-Level Data to Examine Effectiveness of All Instructional Tiers

Effectiveness of Preschool in Promoting and Maintaining Early Literacy Skills

Building Futures with an Outcomes Driven Model: Identifying Students with or at Risk for Dyslexia and Supporting their Progress

Dyslexia and Specific Learning Disabilities in Reading in an RTI System

Increasing Early Literacy Outcomes Through an Assessment Audit

Improving Reading Outcomes Through Goal Setting and Progress Monitoring

Assessing Vocabulary and Oral Language Skills in Preschoolers

Dyslexia Screening and Acadience Reading

The Science of Reading: Why All the Fuss?

The Science of Goal Setting and Progress Monitoring

Pathways of Progress to Success on CCSS-Aligned Statewide Tests: A Tale of Two Tests

Impacting literacy outcomes: Effectiveness of a tier 3 early literacy intervention in preschool

Using DIBELS Next to Predict Performance on Statewide ELA Assessments

Assessing Vocabulary and Oral Language Skills in Preschoolers

Addressing the Complexities of Reading Comprehension Difficulties: Assessment to Intervention

Why There is No Such Thing as A Sight Word by Dr. Louisa Moats

Prevention: The Promise and the Power by Dr. Ruth Kaminski

Using DIBELS Next to Predict Performance on ELA Assessments: A Tale of Two Tests by Dr. Roland Good

Ten Success Factors for Literacy Intervention by Dr. Susan Hall

Making Real-World Decisions About Adequate Progress: Comparing Three Approaches

Examining the Association Between DIBELS Next and the SBAC ELA Achievement Standard

The Magic Is In The Instruction by Dr. Anita Archer

Vocabulary and Oral Language: The Keys to Comprehension by Dr. Ruth Kaminski

Getting Results from MTSS/RtI: 10 Success Factors by Dr. Susan Hall

The Association Between DIBELS Next and the SBAC Achievement Standard by Dr. Roland Good

Predictive Validity of Pathways of Progress™ Decisions for RTI

Contribution of Pathways of Progress to Predicting Later Reading Outcomes

DIBELS Math: An Overview for Kindergarten to Sixth Grade

Evaluating the R in RTI: Slope or Student Growth Percentile?

Improving the Efficiency and Effectiveness of Instruction with Progress Monitoring and Formative Evaluation in the Outcomes Driven Model

Making Reliable and Stable Progress Decisions: Slope or Pathways of Progress?

Using Pathways of Progress to Create Access to Reading Success

DIBELS Pathways of Progress™: Setting Ambitious, Meaningful, and Attainable Goals in Grade Level Material

Decision Utility of DIBELS Next for the California Standards Test (2013)

Examining the Validity and Utility of an Assessment of Preschool Early Literacy Skills

Evaluating technical adequacy of DIBELS in a New Zealand sample of early elementary students

Investigating the psychometric properties of IDAPEL® French language early literacy measures with students learning to read in French

MaDYK™ Early Hebrew Literacy Assessment: Development of Preliminary Benchmark Goals Symposium Paper #2

Evaluating the Predictive Validity of DIBELS NEXT Composite Scores in the Context of an International School in South America

Implementing Effective Literacy Programs, Grades 1-5: One School’s Journey

The utility of DIBELS Next for predicting GRADE outcomes

What is Next for benchmark goals?

Instructional decision making Using DIBELS Next Survey

Developing benchmark goals and cut points for risk: Odds of achieving subsequent reading goals

The robust beauty of DIBELS composite scores: Homage to Robyn Dawes

Real problems and potential solutions for oral reading fluency progress monitoring

Write of passage: The next generation of reading progress monitoring

Instructionally relevant assessment: Further development of brief reading diagnostic tools

ROC done right! Using ROC curve analyses to enhance prevention

Development, validation, and decision-making utility of reading survey and diagnostic tools linked to DIBELS

Linking Assessment to Instruction: Using Dynamic Indicators of Basic Early Literacy Skills in an Outcomes-Driven Model

DIBELS Deep Brief Reading Diagnostic Tools: Development and Validation

ROC (Receiver Operating Characteristic curves) Done Right

The Development of Brief Reading Diagnostic Tests Linked to DIBELS

Progress Monitoring and Response to Intervention in an Outcomes-Driven Model

Psychometric Adequacy of Dynamic Indicators of Basic Early Literacy Skills

What’s PSF Got To Do With It? A Look At The Contribution of DIBELS Phoneme Segmentation Fluency to First Grade Reading Outcomes

Progress Monitoring and Response to Intervention in an Outcome Driven Model

Examining the Use of DIBELS Nonsense Word Fluency Across Grade Levels in Reading First Schools

Pathways of Progress Highly Skilled Learners Criteria