| Oral reading fluency norms: A valuable assessment tool for reading teachers J Hasbrouck, GA Tindal The reading teacher 59 (7), 636-644, 2006 | 1124 | 2006 |
| Curriculum-based oral reading fluency norms for students in grades 2 through 5 JE Hasbrouck, G Tindal Teaching exceptional children 24 (3), 41-44, 1992 | 506 | 1992 |
| Grade‐level invariance of a theoretical causal structure predicting reading comprehension with vocabulary and oral reading fluency P Yovanoff, L Duesbery, J Alonzo, G Tindal Educational Measurement: Issues and Practice 24 (3), 4-12, 2005 | 339 | 2005 |
| Special education referrals as an index of teacher tolerance: Are teachers imperfect tests? MR Shinn, GA Tindal, DA Spira Exceptional Children 54 (1), 32-40, 1987 | 245 | 1987 |
| Using oral reading rate to predict student performance on statewide achievement tests L Crawford, G Tindal, S Stieber Educational Assessment 7 (4), 303-323, 2001 | 235 | 2001 |
| Accommodating students with disabilities on large-scale tests: An experimental study G Tindal, B Heath, K Hollenbeck, P Almond, M Harniss Exceptional children 64 (4), 439-450, 1998 | 234 | 1998 |
| The reliability of direct and repeated measurement G Tindal, D Marston, SL Deno Research Report, 1983 | 231 | 1983 |
| Examining the structure of reading comprehension: Do literal, inferential, and evaluative comprehension truly exist? D Basaraba, P Yovanoff, J Alonzo, G Tindal Reading and writing 26, 349-379, 2013 | 229 | 2013 |
| A summary of research on test changes: An empirical basis for defining accommodations. G Tindal, L Fuchs Information Services, Mid-South Regional Resource Center, University of …, 2000 | 228 | 2000 |
| Classroom-based assessment: Evaluating instructional outcomes. GA Tindal, DB Marston Merrill Publishing Co, 1990 | 217 | 1990 |
| Reading as an access to mathematics problem solving on multiple-choice tests for sixth-grade students R Helwig, MA Rozek-Tedesco, G Tindal, B Heath, PJ Almond The Journal of Educational Research 93 (2), 113-125, 1999 | 181 | 1999 |
| The effectiveness of differential programming in serving students with mild handicaps: Placement options and instructional programming S Epps, G Tindal Handbook of special education: Research and practice 1, 213-248, 1987 | 160 | 1987 |
| Influence of elementary student gender on teachers' perceptions of mathematics achievement R Helwig, L Anderson, G Tindal The Journal of Educational Research 95 (2), 93-102, 2001 | 155 | 2001 |
| Assessment of written expression for students in compensatory and special education programs G Tindal, R Parker The Journal of Special Education 23 (2), 169-183, 1989 | 151 | 1989 |
| Teachers' knowledge of accommodations as a validity issue in high-stakes testing K Hollenbeck, G Tindal, P Almond The Journal of Special Education 32 (3), 175-183, 1998 | 149 | 1998 |
| easyCBM online progress monitoring assessment system J Alonzo, G Tindal, K Ulmer, A Glasgow Eugene, OR: Center for Educational Assessment Accountability, 2006 | 142 | 2006 |
| The maze as a classroom-based reading measure: Construction methods, reliability, and validity R Parker, JE Hasbrouck, G Tindal The Journal of Special Education 26 (2), 195-218, 1992 | 136 | 1992 |
| A comparison of differences between students labeled learning disabled and low achieving on measures of classroom performance MR Shinn, JE Ysseldyke, SL Deno, GA Tindal Journal of Learning Disabilities 19 (9), 545-552, 1986 | 135 | 1986 |
| Recommendations for accommodations: Implications of (in) consistency LR Ketterlin-Geller, J Alonzo, J Braun-Monegan, G Tindal Remedial and Special Education 28 (4), 194-206, 2007 | 129 | 2007 |
| An application of curriculum-based assessment: The use of direct and repeated measurement G Germann, G Tindal Exceptional Children 52 (3), 244-265, 1985 | 126 | 1985 |
