| Year |
Citation |
Score |
| 2019 |
Tindal G, Anderson D. Changes in Status and Performance Over Time for Students With Specific Learning Disabilities Learning Disability Quarterly. 42: 3-16. DOI: 10.1177/0731948718806660 |
0.562 |
|
| 2017 |
Nese JF, Kamata A, Tindal G. A two-step sampling weight approach to growth mixture modeling for emergent and developing skills with distributional changes over time. Journal of School Psychology. 61: 55-74. PMID 28259244 DOI: 10.1016/J.Jsp.2016.12.001 |
0.519 |
|
| 2017 |
Tindal G, Nolet V. Curriculum-Based Measurement in Middle and High Schools: Critical Thinking Skills in Content Areas. Focus On Exceptional Children. 27: 1-22. DOI: 10.17161/Foec.V27I7.6847 |
0.444 |
|
| 2017 |
Farley D, Anderson D, Irvin PS, Tindal G. Modeling Reading Growth in Grades 3 to 5 With an Alternate Assessment Remedial and Special Education. 38: 195-206. DOI: 10.1177/0741932516678661 |
0.46 |
|
| 2017 |
Tindal G, Nese JFT, Stevens JJ. Estimating School Effects with a State Testing Program Using Transition Matrices. Educational Assessment. 22: 189-204. DOI: 10.1080/10627197.2017.1344093 |
0.508 |
|
| 2016 |
Elliott SN, Kurz A, Tindal G, Yel N. Influence of Opportunity to Learn Indices and Education Status on Students’ Mathematics Achievement Growth Remedial and Special Education. 38: 145-158. DOI: 10.1177/0741932516663000 |
0.612 |
|
| 2016 |
Tindal G, Nese JFT, Stevens JJ, Alonzo J. Growth on Oral Reading Fluency Measures as a Function of Special Education and Measurement Sufficiency Remedial and Special Education. 37: 28-40. DOI: 10.1177/0741932515590234 |
0.763 |
|
| 2016 |
Nese JFT, Stevens JJ, Schulte AC, Tindal G, Elliott SN. Modeling the Time-Varying Nature of Student Exceptionality Classification on Achievement Growth The Journal of Special Education. 51: 38-49. DOI: 10.1177/0022466916668164 |
0.498 |
|
| 2016 |
Saven JL, Anderson D, Nese JFT, Farley D, Tindal G. Patterns of Statewide Test Participation for Students With Significant Cognitive Disabilities Journal of Special Education. 49: 209-220. DOI: 10.1177/0022466915582213 |
0.551 |
|
| 2016 |
Tindal G, Nese JFT, Farley D, Saven JL, Elliott SN. Documenting reading achievement and growth for students taking alternate assessments Exceptional Children. 82: 321-336. DOI: 10.1177/0014402915585492 |
0.542 |
|
| 2016 |
Schulte AC, Stevens JJ, Elliott SN, Tindal G, Nese JFT. Achievement Gaps for Students With Disabilities: Stable, Widening, or Narrowing on a State-Wide Reading Comprehension Test? Journal of Educational Psychology. DOI: 10.1037/Edu0000107 |
0.619 |
|
| 2016 |
Sáez L, Nese JF, Alonzo J, Tindal G. Individual differences in Kindergarten through Grade 2 fluency relations Learning and Individual Differences. 49: 100-109. DOI: 10.1016/J.Lindif.2016.05.020 |
0.727 |
|
| 2015 |
Stevens JJ, Schulte AC, Elliott SN, Nese JF, Tindal G. Growth and gaps in mathematics achievement of students with and without disabilities on a statewide achievement test. Journal of School Psychology. 53: 45-62. PMID 25636260 DOI: 10.1016/J.Jsp.2014.11.001 |
0.614 |
|
| 2015 |
Fuchs D, Fuchs LS, Tindal G, Deno SL. Performance instability of learning disabled, emotionally handicapped, and nonhandicapped children Learning Disability Quarterly. 9: 84-88. DOI: 10.2307/1510405 |
0.401 |
|
| 2015 |
Nese JFT, Tindal G, Stevens JJ, Elliott SN. The influence of multiple administrations of a state achievement test on passing rates for student groups | A influência de ter múltiplas oportunidades para exames na aprovação e no desempenho dos alunos em testes estaduais | La influencia de múltiples oportunidades de examinación en la aprobación y el rendimiento de estudiantes en pruebas estatales Education Policy Analysis Archives. 23. DOI: 10.14507/Epaa.V23.1974 |
0.566 |
|
| 2015 |
Anderson D, Farley D, Tindal G. Test Design Considerations for Students With Significant Cognitive Disabilities Journal of Special Education. 49: 3-15. DOI: 10.1177/0022466913491834 |
0.516 |
|
| 2015 |
Anderson D, Irvin S, Alonzo J, Tindal GA. Gauging Item Alignment Through Online Systems While Controlling for Rater Effects Educational Measurement: Issues and Practice. 34: 22-33. DOI: 10.1111/Emip.12038 |
0.62 |
|
| 2015 |
Tindal G, Irvin PS, Nese JFT, Slater S. Skills for Children Entering Kindergarten Educational Assessment. 20: 297-319. DOI: 10.1080/10627197.2015.1093929 |
0.609 |
|
| 2015 |
Baker DL, Biancarosa G, Park BJ, Bousselot T, Smith JL, Baker SK, Kame’enui EJ, Alonzo J, Tindal G. Validity of CBM measures of oral reading fluency and reading comprehension on high-stakes reading assessments in Grades 7 and 8 Reading and Writing. 28: 57-104. DOI: 10.1007/S11145-014-9505-4 |
0.77 |
|
| 2015 |
Tindal G, Alonzo J. Technology-based assessment and problem analysis Handbook of Response to Intervention: the Science and Practice of Multi-Tiered Systems of Support: Second Edition. 473-492. DOI: 10.1007/978-1-4899-7568-3_28 |
0.578 |
|
| 2013 |
Nese JF, Biancarosa G, Cummings K, Kennedy P, Alonzo J, Tindal G. In search of average growth: describing within-year oral reading fluency growth across Grades 1-8. Journal of School Psychology. 51: 625-42. PMID 24060064 DOI: 10.1016/J.Jsp.2013.05.006 |
0.677 |
|
| 2013 |
Tindal G. Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present Isrn Education. 2013: 1-29. DOI: 10.1155/2013/958530 |
0.436 |
|
| 2013 |
Kim D, Shin J, Tindal G. Exploring Relationship Between Word Identification and Passage Reading Fluency Within a Response to Intervention Framework: An Application of Latent Growth Modeling Exceptionality. 21: 207-223. DOI: 10.1080/09362835.2012.747182 |
0.468 |
|
| 2013 |
Bolaños D, Cole RA, Ward WH, Tindal GA, Hasbrouck J, Schwanenflugel PJ. Human and automated assessment of oral reading fluency Journal of Educational Psychology. 105: 1142-1151. DOI: 10.1037/A0031479 |
0.428 |
|
| 2013 |
Basaraba D, Yovanoff P, Alonzo J, Tindal G. Examining the structure of reading comprehension: Do literal, inferential, and evaluative comprehension truly exist? Reading and Writing. 26: 349-379. DOI: 10.1007/S11145-012-9372-9 |
0.764 |
|
| 2012 |
Nese JFT, Biancarosa G, Anderson D, Lai CF, Alonzo J, Tindal G. Within-year oral reading fluency with CBM: A comparison of models Reading and Writing. 25: 887-915. DOI: 10.1007/S11145-011-9304-0 |
0.738 |
|
| 2011 |
Clarke B, Nese JFT, Alonzo J, Smith JLM, Tindal G, Kame'Enui EJ, Baker SK. Classification accuracy of easyCBM first-grade mathematics measures: Findings and implications for the field Assessment For Effective Intervention. 36: 243-255. DOI: 10.1177/1534508411414153 |
0.714 |
|
| 2011 |
Tindal G, Nese JFT. Applications of curriculum-based measures in making decisions with multiple reference points Advances in Learning and Behavioral Disabilities. 24: 31-58. DOI: 10.1108/S0735-004X(2011)0000024004 |
0.355 |
|
| 2011 |
Nese JFT, Park BJ, Alonzo J, Tindal G. Applied curriculum-based measurement as a predictor of high-stakes assessment: Implications for researchers and teachers Elementary School Journal. 111: 608-624. DOI: 10.1086/659034 |
0.721 |
|
| 2011 |
Anderson D, Lai CF, Alonzo J, Tindal G. Examining a grade-level math CBM designed for persistently low-performing students Educational Assessment. 16: 15-34. DOI: 10.1080/10627197.2011.551084 |
0.787 |
|
| 2010 |
Tindal G, Yovanoff P, Geller JP. Generalizability theory applied to reading assessments for students with significant cognitive disabilities Journal of Special Education. 44: 3-17. DOI: 10.1177/0022466908323008 |
0.535 |
|
| 2009 |
Alonzo J, Basaraba D, Tindal G, Carriveau RS. They Read, but How Well Do They Understand?: An Empirical Look at the Nuances of Measuring Reading Comprehension. Assessment For Effective Intervention. 35: 34-44. DOI: 10.1177/1534508408330082 |
0.698 |
|
| 2007 |
Alonzo J, Ketterlin-Geller LR, Tindal G. Curriculum-based measurement in reading and math: Providing rigorous outcomes to support learning The Sage Handbook of Special Education. 307-318. DOI: 10.4135/9781848607989.n24 |
0.62 |
|
| 2007 |
Twyman T, Tindal G. Extending curriculum-based measurement into middle/secondary schools: The technical adequacy of the concept maze Journal of Applied School Psychology. 24: 49-67. DOI: 10.1300/J370V24N01_03 |
0.837 |
|
| 2007 |
Ketterlin-Geller LR, Alonzo J, Braun-Monegan J, Tindal G. Recommendations for accommodations implications of (In)consistency Remedial and Special Education. 28: 194-206. DOI: 10.1177/07419325070280040101 |
0.768 |
|
| 2007 |
Ketterlin-Geller LR, Tindal G. Embedded Technology: Current and Future Practices for Increasing Accessibility for All Students: Journal of Special Education Technology. 22: 1-15. DOI: 10.1177/016264340702200401 |
0.495 |
|
| 2007 |
Ketterlin-Geller LR, Yovanoff P, Tindal G. Developing a new paradigm for conducting research on accommodations in mathematics testing Exceptional Children. 73: 331-347. DOI: 10.1177/001440290707300304 |
0.611 |
|
| 2007 |
Yovanoff P, Tindal G. Scaling early reading alternate assessments with statewide measures Exceptional Children. 73: 184-201. DOI: 10.1177/001440290707300204 |
0.525 |
|
| 2007 |
Marston D, Pickart M, Reschly A, Heistad D, Muyskens P, Tindal G. Early Literacy Measures for Improving Student Reading Achievement: Translating Research Into Practice Exceptionality. 15: 97-117. DOI: 10.1080/09362830701294177 |
0.509 |
|
| 2006 |
Twyman T, McCleery J, Tindal G. Using concepts to frame history content Journal of Experimental Education. 74: 331-349. DOI: 10.3200/Jexe.74.4.329-350 |
0.751 |
|
| 2006 |
Kame’enui EJ, Fuchs L, Francis DJ, Good R, O’Connor RE, Simmons DC, Tindal G, Torgesen JK. The Adequacy of Tools for Assessing Reading Competence: A Framework and Review Educational Researcher. 35: 3-11. DOI: 10.3102/0013189X035004003 |
0.482 |
|
| 2006 |
Hasbrouck J, Tindal GA. Oral reading fluency norms: A valuable assessment tool for reading teachers Reading Teacher. 59: 636-644. DOI: 10.1598/Rt.59.7.3 |
0.564 |
|
| 2006 |
Crawford L, Tindal G. Policy and practice : Knowledge and beliefs of education professionals related to the inclusion of students with disabilities in a state assessment Remedial and Special Education. 27: 208-217. DOI: 10.1177/07419325060270040201 |
0.482 |
|
| 2006 |
Hollenbeck K, Twyman T, Tindal G. Determining the Exchangeability of Concept Map and Problem-Solving Essay Scores Assessment For Effective Intervention. 31: 51-68. DOI: 10.1177/073724770603100205 |
0.793 |
|
| 2006 |
Ketterlin-Geller LR, McCoy JD, Twyman T, Tindal G. Using a Concept Maze to Assess Student Understanding of Secondary-Level Content Assessment For Effective Intervention. 31: 39-50. DOI: 10.1177/073724770603100204 |
0.839 |
|
| 2006 |
Twyman T, Tindal G. Using a Computer-Adapted, Conceptually Based History Text to Increase Comprehension and Problem-Solving Skills of Students with Disabilities Journal of Special Education Technology. 21: 5-16. DOI: 10.1177/016264340602100201 |
0.845 |
|
| 2006 |
Crawford L, Tindal G, Carpenter DM. Exploring the validity of the oregon extended writing assessment Journal of Special Education. 40: 16-27. DOI: 10.1177/00224669060400010201 |
0.541 |
|
| 2005 |
Duesbery L, Ketterlin-Geller LR, McCoy JD, Tindal G. A computer-adaptive mathematics test accommodates third grade students with special needs in the Pacific Northwest Online Assessment and Measurement: Case Studies From Higher Education, K-12 and Corporate. 157-169. DOI: 10.4018/978-1-59140-497-2.ch011 |
0.715 |
|
| 2005 |
Yovanoff P, Duesbery L, Alonzo J, Tindal G. Grade-level invariance of a theoretical causal structure predicting reading comprehension with vocabulary and oral reading fluency Educational Measurement: Issues and Practice. 24: 4-12. DOI: 10.1111/J.1745-3992.2005.00014.X |
0.746 |
|
| 2004 |
Crawford L, Helwig R, Tindal G. Writing performance assessments: how important is extended time? Journal of Learning Disabilities. 37: 132-42. PMID 15493235 |
0.531 |
|
| 2004 |
Crawford L, Tindal G. Effects of a Read-Aloud Modification on a Standardized Reading Test Exceptionality. 12: 89-106. DOI: 10.1207/S15327035Ex1202_3 |
0.645 |
|
| 2004 |
Tindal G. Large-Scale Testing of Students With Disabilities Exceptionality. 12: 67-70. DOI: 10.1207/S15327035Ex1202_1 |
0.521 |
|
| 2003 |
Ketterlin-Geller LR, McCoy JD, Twyman T, Tindal G. How Do Critical Thinking Measures Fit Within Standards-Based Reform? Assessment For Effective Intervention. 28: 37-48. DOI: 10.1177/073724770302800305 |
0.822 |
|
| 2003 |
Tindal G, Mcdonald M, Tedesco M, Glasgow A, Almond P, Crawford L, Hollenbeck K. Alternate assessments in reading and math: Development and validation for students with significant disabilities Exceptional Children. 69: 481-494. DOI: 10.1177/001440290306900406 |
0.59 |
|
| 2003 |
Twyman T, Ketterlin-Geller LR, McCoy JD, Tindal G. Effects of Concept-Based Instruction on an English Language Learner in a Rural School: A Descriptive Case Study. Bilingual Research Journal. 27: 259-274. DOI: 10.1080/15235882.2003.10162806 |
0.823 |
|
| 2003 |
Helwig R, Tindal G. An experimental analysis of accommodation decisions on large-scale mathematics tests Exceptional Children. 69: 211-225. |
0.558 |
|
| 2002 |
Helwig R, Tindal G. Using General Outcome Measures in Mathematics to Measure Adequate Yearly Progress as Mandated by Title I Assessment For Effective Intervention. 28: 9-18. DOI: 10.1177/073724770202800102 |
0.548 |
|
| 2002 |
Helwig R, Anderson L, Tindal G. Using a concept-grounded, curriculum-based measure in mathematics to predict statewide test scores for middle school students with LD Journal of Special Education. 36: 102-112. DOI: 10.1177/00224669020360020501 |
0.753 |
|
| 2002 |
Helwig R, Rozek-Tedesco MA, Tindal G. An oral versus a standard administration of a large-scale mathematics test Journal of Special Education. 36: 39-47. |
0.583 |
|
| 2001 |
Crawford L, Tindal G, Stieber S. Using Oral Reading Rate to Predict Student Performance on Statewide Achievement Tests Educational Assessment. 7: 303-323. DOI: 10.1207/S15326977Ea0704_04 |
0.552 |
|
| 2001 |
Helwig R, Anderson L, Tindal G. Influence of elementary student gender on teachers' perceptions of mathematics achievement Journal of Educational Research. 95: 93-102. DOI: 10.1080/00220670109596577 |
0.752 |
|
| 2000 |
Hollenbeck K, Rozek-Tedesco MA, Tindal G, Glasgow A. An Exploratory Study of Student-Paced versus Teacher-Paced Accommodations for Large-Scale Math Tests Journal of Special Education Technology. 15: 27-36. DOI: 10.1177/016264340001500203 |
0.555 |
|
| 1999 |
Hollenbeck K, Tindal G, Almond P. Reliability and Decision Consistency: An Analysis of Writing Mode at Two Times on a Statewide Test Educational Assessment. 6: 23-40. DOI: 10.1207/S15326977Ea0601_3 |
0.483 |
|
| 1999 |
McCleery JA, Tindal GA. Teaching the scientific method to At-risk students and students with learning disabilities through concept anchoring and explicit instruction Remedial and Special Education. 20: 7-18. DOI: 10.1177/074193259902000102 |
0.812 |
|
| 1999 |
Helwig R, Rozek-tedesco MA, Tindal G, Heath B, Almond PJ. Reading as an Access to Mathematics Problem Solving on Multiple-Choice Tests for Sixth-Grade Students Journal of Educational Research. 93: 113-125. DOI: 10.1080/00220679909597635 |
0.652 |
|
| 1998 |
Hollenbeck K, Tindal G, Almond P. Teachers' knowledge of accommodations as a validity issue in high-stakes testing Journal of Special Education. 32: 175-183. DOI: 10.1177/002246699803200304 |
0.528 |
|
| 1998 |
Tindal G, Heath B, Hollenbeck K, Almond P, Harniss M. Accommodating Students with Disabilities on Large-Scale Tests: An Experimental Study Exceptional Children. 64: 439-450. DOI: 10.1177/001440299806400401 |
0.533 |
|
| 1997 |
Shinn MR, Tindal GA, Spira D, Marston D. Practice of learning disabilities as social policy Learning Disability Quarterly. 10: 17-28. DOI: 10.2307/1510751 |
0.532 |
|
| 1996 |
McCollum S, Tindal G. Supporting Students in Content Area Classes Using an Outcome-Based System of Collaboration. Special Services in the Schools. 12: 1-17. DOI: 10.1300/J008V12N01_01 |
0.562 |
|
| 1996 |
Tindal G, Marston D. Reflections on 'Technical Adequacy of Alternative Reading measures as Performance Assessments' Exceptionality. 6: 247-251. DOI: 10.1207/S15327035Ex0604_3 |
0.408 |
|
| 1996 |
Tindal G, Marston D. Technical Adequacy of Alternative Reading Measures as Performance Assessments Exceptionality. 6: 201-230. DOI: 10.1207/S15327035Ex0604_1 |
0.509 |
|
| 1996 |
Hollenbeck K, Tindal G. Teaching Law Concepts Within Mainstreamed Middle School Social Studies Settings Assessment For Effective Intervention. 21: 37-58. DOI: 10.1177/073724779602100403 |
0.56 |
|
| 1996 |
Tindal G, Nolet V. Serving students in middle school content classes: A heuristic study of critical variables linking instruction and assessment Journal of Special Education. 29: 414-432. DOI: 10.1177/002246699602900404 |
0.613 |
|
| 1995 |
Nolet V, Tindal G. Essays as valid measures of learning in middle-school science classes Learning Disability Quarterly. 18: 311-324. DOI: 10.2307/1511236 |
0.562 |
|
| 1994 |
Nolet V, Tindal G. Curriculum-Based Collaboration. Focus On Exceptional Children. 27: 1-12. DOI: 10.17161/Foec.V27I3.6897 |
0.384 |
|
| 1994 |
Hasbrouck JE, Tindal G, Parker RI. Objective Procedures for Scoring Students' Writing Teaching Exceptional Children. 26: 18-22. DOI: 10.1177/004005999402600206 |
0.524 |
|
| 1994 |
Nolet V, Tindal G. Instruction and learning in middle school science classes: Implications for students with disabilities The Journal of Special Education. 28: 166-187. DOI: 10.1177/002246699402800204 |
0.605 |
|
| 1994 |
Lee C, Tindal GA. Self-recording and goal-setting: Effects on on-task and math productivity of low-achieving Korean elementary school students Journal of Behavioral Education. 4: 459-479. DOI: 10.1007/BF01539545 |
0.407 |
|
| 1993 |
Taylor RL, Tindal G, Fuchs L, Bryant BR. Assessment in the Nineties Diagnostique. 18: 113-122. DOI: 10.1177/153450849301800202 |
0.346 |
|
| 1993 |
Nolet V, Tindal G. Special Education in Content Area Classes: Development of a Model and Practical Procedures Remedial and Special Education. 14: 36-48. DOI: 10.1177/074193259301400106 |
0.568 |
|
| 1992 |
Tindal G, Parker R, Hasbrouck JE. The Construct Validity of Stages and Activities in the Consultation Process Journal of Educational and Psychological Consultation. 3: 99-118. DOI: 10.1207/S1532768Xjepc0302_2 |
0.313 |
|
| 1992 |
Tindal G, Flick D, Cole C. The Effect of Curriculum on Inferences of Reading Performance and Improvement Assessment For Effective Intervention. 18: 69-84. DOI: 10.1177/153450849201800107 |
0.483 |
|
| 1992 |
Hasbrouck JE, Tindal G. Curriculum-Based Oral Reading Fluency Norms for Students in Grades 2 through 5. Teaching Exceptional Children. 24: 41-44. DOI: 10.1177/004005999202400310 |
0.608 |
|
| 1992 |
Parker R, Hasbrouck JE, Tindal G. The Maze as a Classroom-Based Reading Measure: Construction Methods, Reliability, and Validity: Journal of Special Education. 26: 195-218. DOI: 10.1177/002246699202600205 |
0.526 |
|
| 1992 |
Parker R, Hasbrouck JE, Tindal G. Greater Validity for Oral Reading Fluency: Can Miscues Help?: Journal of Special Education. 25: 492-503. DOI: 10.1177/002246699202500406 |
0.493 |
|
| 1991 |
Parker RI, Tindal G, Hasbrouck J. Progress monitoring with objective measures of writing performance for students with mild disabilities. Exceptional Children. 58: 61-73. PMID 1954972 DOI: 10.1177/001440299105800106 |
0.529 |
|
| 1991 |
Tindal G. Operationalizing Learning Portfolios: A Good Idea in Search of a Method Assessment For Effective Intervention. 16: 127-133. DOI: 10.1177/153450849101600307 |
0.573 |
|
| 1991 |
Parker R, Tindal G, Hasbrouck J. Countable Indices of Writing Quality: Their Suitability for Screening-Eligibility Decisions Exceptionality. 2: 1-17. DOI: 10.1080/09362839109524763 |
0.463 |
|
| 1990 |
Tindal G, Parker R, Germann G. An Analysis of Mainstream Consultation Outcomes for Secondary Students Identified as Learning Disabled Learning Disability Quarterly. 13: 220-229. DOI: 10.2307/1510704 |
0.606 |
|
| 1990 |
Tindal G, Shinn MR, Rodden-Nord K. Contextually Based School Consultation: Influential Variables: Exceptional Children. 56: 324-336. DOI: 10.1177/001440299005600405 |
0.346 |
|
| 1989 |
Wesson C, Otis-Wilborn A, Hasbrouck J, Tindal G. Linking Assessment, Curriculum, and Instruction of Oral and Written Language. Focus On Exceptional Children. 22: 1-12. DOI: 10.17161/Foec.V22I4.7520 |
0.364 |
|
| 1989 |
Parker RI, Tindal G. A curriculum evaluation strategy to guide district-level basal text adoption decision-making for special education Special Services in the Schools. 5: 33-66. DOI: 10.1300/J008v05n01_03 |
0.453 |
|
| 1989 |
Shinn MR, Gleason MM, Tindal G. Varying the difficulty of testing materials: Implications for curriculum-based measurement The Journal of Special Education. 23: 223-233. DOI: 10.1177/002246698902300208 |
0.618 |
|
| 1989 |
Tindal G, Parker R. Assessment of written expression for students in compensatory and special education programs The Journal of Special Education. 23: 169-183. DOI: 10.1177/002246698902300204 |
0.411 |
|
| 1987 |
Shinn MR, Tindal GA, Spira DA. Special education referrals as an index of teacher tolerance: are teachers imperfect tests? Exceptional Children. 54: 32-40. PMID 3653216 DOI: 10.1177/001440298705400104 |
0.477 |
|
| 1987 |
Tindal G, Shinn M, Germann G. The Effect of Different Metrics on Interpretations of Change in Program Evaluation Remedial and Special Education. 8: 19-28. DOI: 10.1177/074193258700800504 |
0.466 |
|
| 1987 |
Tindal G, Shinn M, Walz L, Germann G. Mainstream Consultation in Secondary Settings The Pine County Model Journal of Special Education. 21: 94-106. DOI: 10.1177/002246698702100308 |
0.595 |
|
| 1987 |
Tindal G, Parker R. Direct Observation in Special Education Classrooms: Concurrent Use of Two Instruments and their Validation Journal of Special Education. 21: 43-58. DOI: 10.1177/002246698702100205 |
0.471 |
|
| 1986 |
Shinn MR, Ysseldyke JE, Deno SL, Tindal GA. A comparison of differences between students labeled learning disabled and low achieving on measures of classroom performance. Journal of Learning Disabilities. 19: 545-552. PMID 3783040 DOI: 10.1177/002221948601900906 |
0.523 |
|
| 1986 |
Deno SL, Marston D, Tindal G. Direct and Frequent Curriculum-based Measurement: An Alternative for Educational Decision making Special Services in the Schools. 2: 5-27. DOI: 10.1300/J008V02N02_02 |
0.447 |
|
| 1986 |
Fuchs LS, Fuchs D, Tindal G. Effects of Mastery Learning Procedures on Student Achievement Journal of Educational Research. 79: 286-291. DOI: 10.1080/00220671.1986.10885693 |
0.483 |
|
| 1985 |
Germann G, Tindal G. An application of curriculum-based assessment: the use of direct and repeated measurement Exceptional Children. 52: 244-265. PMID 4076299 DOI: 10.1177/001440298505200306 |
0.391 |
|
| 1985 |
Tindal G, Fuchs LS, Fuchs D, Shinn MR, Deno SL, Germann G. Empirical validation criterion-referenced tests Journal of Educational Research. 78: 203-209. DOI: 10.1080/00220671.1985.10885601 |
0.328 |
|
| 1984 |
Marston D, Tindal G, Deno SL. Eligibility for learning disability services: a direct and repeated measurement approach. Exceptional Children. 50: 554-556. PMID 6723751 DOI: 10.1177/001440298405000613 |
0.311 |
|
| 1984 |
Fuchs LS, Tindal G, Deno SL. Methodological Issues in Curriculum-Based Reading Assessment Assessment For Effective Intervention. 9: 191-207. DOI: 10.1177/073724778400900401 |
0.537 |
|
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