Publications

Anderson, D., Rowley, B., Alonzo, J., Tindal, G. (2014). Criterion validity evidence for the easyCBM CCSS math measures: Grades 6-8 (Technical Report No. 1402). Eugene, OR: Behavioral Research and Teaching, University of Oregon. This technical report describes a study to explore the validity of the easyCBM© CCSS Math tests by evaluating the relation between students’ scores on these measures in Grades 6-8, and the Stanford Achievement Test, 10thedition (SAT-10).     TechRpt_1402

Alonzo, J., Park, B. J., & Tindal, G. (2013). Examining the internal structure of the easyCBM reading measures, grades K-5 (Technical Report No. 1302). Eugene, OR: Behavioral Research and Teaching, University of Oregon. In this technical report, we describe a study examining the internal structures of the easyCBM reading measures, Grades K-5.      TechRpt1302

Wray, K., Lai, C. F., Sáez. L., Alonzo, J., Tindal, G. (2014). easyCBM beginning reading measures: Grades K-1 alternate form reliability and criterion validity with the SAT-10 (Technical Report No. 1403). Eugene, OR: Behavioral Research and Teaching, University of Oregon. We report the results of an alternate form reliability and criterion validity study of kindergarten and grade 1 (N= 84-­‐199) reading measures from the easyCBM© assessment system and Stanford Early School Achievement Test/Stanford Achievement Test, 10th edition (SESAT/SAT-­‐10) across 5…
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Sáez. L., Irvin, P. S., Alonzo, J., & Tindal, G. (2013). Alignment with the Common Core State Standards: easyCBM K-3 word reading (Technical Report No. 1303). Eugene, OR: Behavioral Research and Teaching, University of Oregon. Five hundred and seventeen words from the easyCBM Word Reading assessment (n = 57 kindergarten, 117 first grade, 172 second grade, and 171 third grade) were examined by 15 teachers for their correspondence with the Common Core State Standards in English Language Arts. In particular,…
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Lai, C. F., Sáez. L., Alonzo, J., Tindal, G. (2014). Network analysis of beginning reading instruction (Technical Report No. 1404). Eugene, OR: Behavioral Research and Teaching, University of Oregon. Network text analysis was used to identify underlying reading concepts in a kindergartengeneral education literacy instruction classroom (n=23) based on naturalistic observations. Using data from three observations, we studied how reading concepts were connected and how their presence changed over time as represented by nodes and links on structural network maps.    …
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Anderson, D., Alonzo, J., & Tindal, G. (2010). easyCBM mathematics criterion related validity evidence: Washington state test (Technical Report No. 1010). Eugene, OR: Behavioral Research and Teaching, University of Oregon. TechRpt_1010

Ketterlin-Geller, L. R., Jung, E., Geller, J., & Yovanoff, P. (2008). Project DIVIDE instrument development (Technical Report No. 0810). Eugene, OR: Behavioral Research and Teaching, University of Oregon. TechRpt_0810

Wray, K. A., Alonzo, J., Tindal, G. (2014). Internal consistency of the easyCBM CCSS math measures grades K-8 (Technical Report No. 1405). Eugene, OR: Behavioral Research and Teaching, University of Oregon. This technical report documents findings from a study of the internal consistency and split‐half reliability of the easyCBM© CCSS Math measures, grades K-­8.     TechRpt_1405

Alonzo, J., Park, B. J., & Tindal, G. (2013). An examination of the internal structures of the easyCBM CCSS reading measures (Technical Report No. 1304). Eugene, OR: Behavioral Research and Teaching, University of Oregon. This technical report presents the results of a confirmatory factor analysis of the internal structures of the easyCBM® CCSS reading assessments. These assessments, which include item prompts based onRead to Perform a Task, Informational Text, and Short Literary Text include a series of item prompts followed…
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