| 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 | 643 | 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 | 529 | 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 | 442 | 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 | 274 | 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 | 263 | 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 | 196 | 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 | 194 | 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 | 187 | 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 | 148 | 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 | 130 | 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 | 129 | 2005 |
| 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 | 122 | 2010 |
| 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 | 120 | 1993 |
| 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 | 109 | 2001 |
| Criterion-related validity of curriculum-based measures in writing for secondary school students CA Espin Reading & Writing Quarterly 15 (1), 5-27, 1999 | 108 | 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 | 106 | 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 | 103 | 2009 |
| Curriculum-based measurement for secondary students CA Espin, G Tindal Advanced applications of curriculum-based measurement, 214-253, 1998 | 102 | 1998 |
| 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 | 101 | 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 | 101 | 2005 |
