S. Ardoin

Developmental and Educational Psychology · 2000–2009

A researcher in the Science corpus: 8 papers; trusts 19 researchers and is trusted by 4 researchers here, as inferred from the citation graph.

Subfields

• Developmental and Educational Psychology — 42 citations into it; #4,725 of 8,223 by trust here, #1,839 by citations
• Statistics and Probability — 30 citations into it; #12,673 of 12,932 by trust here, #4,650 by citations
• Education — 25 citations into it
• Safety Research — 5 citations into it

Whom S. Ardoin trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

1. M. Shinn
2. John M. Hintze
3. Theodore J. Christ
4. Lynn S. Fuchs
5. Brian C. Poncy
6. P. Lachenbruch
7. R. Good
8. S. Deno
9. D. Speece
10. Josepha Witt

Who trusts S. Ardoin overall

1. John C. Begeny
2. Theodore J. Christ
3. C. Espin
4. Miya Miura Wayman
5. Steven J. Amendum
6. T. Wallace
7. Lynn S. Fuchs
8. P. W. van den Broek
9. Edward J. Daly
10. Diana J. Greene

Papers from S. Ardoin's perspective

Ordered by how strongly the researchers S. Ardoin trusts endorse each paper. Same corpus, a different order for every researcher.

1. Best Practices in Using Curriculum-Based Measurement in a Problem-Solving Model.
2. Generalizability of oral reading fluency measures: Application of G theory to curriculum-based measurement
3. Examining the Incremental Benefits of Administering a Maze and Three Versus One Curriculum-Based Measurement Reading Probes When Conducting Universal Screening
4. An Examination of Variability as a Function of Passage Variance in CBM Progress Monitoring
5. A Longitudinal Examination of the Diagnostic Accuracy and Predictive Validity of R-CBM and High-Stakes Testing
6. Short-Term Estimates of Growth Using Curriculum-Based Measurement of Oral Reading Fluency: Estimating Standard Error of the Slope to Construct Confidence Intervals
7. Monitoring Early Reading Development in First Grade: Word Identification Fluency versus Nonsense Word Fluency
8. Application of a Three-Tiered Response To Intervention Model for Instructional Planning, Decision Making, and the Identification of Children in Need of Services
9. The Prevention of Reading Difficulties
10. Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy

Their papers

• Application of a Three-Tiered Response To Intervention Model for Instructional Planning, Decision Making, and the Identification of Children in Need of Services (2005) — 184 citations
• Examining the Incremental Benefits of Administering a Maze and Three Versus One Curriculum-Based Measurement Reading Probes When Conducting Universal Screening (2004) — 111 citations
• Curriculum-based measurement of oral reading: Passage equivalence and probe-set development (2009) — 121 citations
• Curriculum-Based Measurement of Oral Reading: Standard Errors Associated With Progress Monitoring Outcomes From DIBELS, AIMSweb, and an Experimental Passage Set (2009) — 196 citations
• Evaluating Curriculum-Based Measurement Slope Estimates Using Data From Triannual Universal Screenings (2008) — 90 citations
• Introduction to the Special Series: Close Encounters of the Instructional Kind—How the Instructional Hierarchy is Shaping Instructional Research 30 Years Later (2007) — 100 citations
• Accuracy of Readability Estimates' Predictions of CBM Performance. (2005) — 88 citations
• Empirically evaluating the effectiveness of reading interventions: The use of brief experimental analysis and single case designs (2000) — 99 citations