World's Best Scientists 2026 revealed!
Christine A. Espin

Christine A. Espin

D-Index & Metrics

Psychology

D-Index
34
Citations
6604
World Ranking
10090
National Ranking
448

Overview

Christine A. Espin is affiliated with Leiden University in the Netherlands. Their research primarily focuses on decision sciences, with particular attention to educational assessment and improvement. Their work intersects several subfields including information systems and management, statistics and probability, artificial intelligence, developmental and educational psychology, and cognitive neuroscience.

The scientist has contributed extensively to the understanding of how data-driven decision-making is integrated within educational contexts. Their research addresses topics such as educational assessment and improvement, statistics education and methodologies, text readability and simplification, reading and literacy development, and the neurobiology of language and bilingualism.

Christine A. Espin's body of work includes publications in multiple peer-reviewed journals. These publication venues include:

  • Journal of Learning Disabilities
  • Intervention in School and Clinic
  • Frontiers in Education
  • International Journal for Research in Learning Disabilities

Key recent papers authored by Espin are:

  • "A Systematic Review of CBM Professional Development Materials: Are Teachers Receiving Sufficient Instruction in Data-Based Decision-Making?" (2021), Journal of Learning Disabilities
  • "International Perspectives on Understanding and Improving Teachers' Data-Based Instruction and Decision Making: Introduction to the Special Series" (2021), Journal of Learning Disabilities
  • "Data Teams in Teacher Preparation: Improving Data-Based Instruction in Reading" (2022), Intervention in School and Clinic
  • "Teachers' visual inspection of Curriculum-Based Measurement progress graphs: An exploratory, descriptive eye-tracking study" (2022), Frontiers in Education
  • "A Systematic Review of CBM Content in Practitioner-Focused Journals: Do We Talk About Instructional Decision-Making?" (2023), Journal of Learning Disabilities

Christine A. Espin's frequent co-authors include:

  • Roxette M. van den Bosch
  • Ralph C. A. Rippe
  • Suzanne E. Mol
  • Jessica R. Toste
  • Marijke van der Liende

Best Publications

  • Sources of Individual Differences in Reading Comprehension and Reading Fluency.

    Joseph R. Jenkins;Lynn S. Fuchs;Paul van den Broek;Christine Espin

  • Literature Synthesis on Curriculum-Based Measurement in Reading

    Miya Miura Wayman;Teri Wallace;Hilda Ives Wiley;Renáta Tichá

  • Higher-Order Comprehension Processes in Struggling Readers: A Perspective for Research and Intervention

    David N. Rapp;Paul Van Den Broek;Kristen L McMaster;Panayiota A Kendeou

  • Technical Features of Curriculum-Based Measurement in Writing A Literature Review

    Kristen L McMaster;Christine Espin

  • Technical Adequacy of the Maze Task for Curriculum-Based Measurement of Reading Growth:

    Jongho Shin;Stanley L. Deno;Christine Espin

  • Connecting Cognitive Theory and Assessment: Measuring Individual Differences in Reading Comprehension.

    Paul van den Broek;Christine A. Espin

  • Developing Successful Readers: Building Early Comprehension Skills through Television Viewing and Listening

    Panayiota Kendeou;Julie S. Lynch;Paul van den Broek;Chris A. Espin

  • Validity of General Outcome Measures for Predicting Secondary Students' Performance on Content-Area Tasks:

    Christine A. Espin;Anne Foegen

  • Identifying Indicators of Written Expression Proficiency for Middle School Students

    Christine Espin;Jongho Shin;Stanley L. Deno;Stacy Skare

  • Accuracy and Fluency in List and Context Reading of Skilled and RD Groups: Absolute and Relative Performance Levels

    Joseph R. Jenkins;Lynn S. Fuchs;Paul Van Den Broek;Christine Espin

  • Making the right connections: Differential effects of reading intervention for subgroups of comprehenders

    Kristen L. McMaster;Paul van den Broek;Christine A. Espin;Mary Jane White

  • Performance in Reading From Content Area Text as an Indicator of Achievement

    Christine A. Espin;Stanley L. Deno

  • Curriculum-Based Measurement in the Content Areas Vocabulary Matching as an Indicator of Progress in Social Studies Learning

    Christine A. Espin;Jongho Shin;Todd W. Busch

  • Individualized Education Programs in Resource and Inclusive Settings How “Individualized” Are They?

    Christine A. Espin;Stanley L. Deno;Deniz Albayrak-Kaymak

  • Creating a Progress-Monitoring System in Reading for Middle-School Students: Tracking Progress toward Meeting High-Stakes Standards.

    Christine Espin;Teri Wallace;Erica Lembke;Heather Campbell

  • Educating students with mild disabilities in general education classrooms: Minnesota alternatives.

    S. Deno;Geoffrey M Maruyama;C. Espin;C. Cohen

  • Teaching Students with Learning Disabilities Perceptions of a First-Year Teacher

    Todd W. Busch;Kari Pederson;Christine A. Espin;Jacalyn W. Weissenburger

  • CRITERION-RELATED VALIDITY OF CURRICULUM-BASED MEASURES IN WRITING FOR SECONDARY SCHOOL STUDENTS

    Christine A . Espin

  • Curriculum-Based Measurement in Writing: Predicting the Success of High-School Students on State Standards Tests

    Christine Espin;Teri Wallace;Heather Campbell;Erica S. Lembke

  • The Relationship Between Curriculum-Based Measures in Written Expression and Quality and Completeness of Expository Writing for Middle School Students

    Christine A. Espin;Susan De La Paz;Barbara J. Scierka;Lisa Roelofs

  • Curriculum‐Based Measurement in the Content Areas: Validity of Vocabulary‐Matching as an Indicator of Performance in Social Studies

    Christine A. Espin;Todd W. Busch;Jongho Shin;Ron Kruschwitz

Frequent Co-Authors

Stanley L. Deno
Stanley L. Deno University of Minnesota
Kristen L. McMaster
Kristen L. McMaster University of Minnesota
Paul van den Broek
Paul van den Broek Leiden University
Lynn S. Fuchs
Lynn S. Fuchs Vanderbilt University
Geoffrey M. Maruyama
Geoffrey M. Maruyama University of Minnesota
Panayiota Kendeou
Panayiota Kendeou University of Minnesota
Joseph R. Jenkins
Joseph R. Jenkins University of Washington
David N. Rapp
David N. Rapp Northwestern University
Jeffrey D. Long
Jeffrey D. Long University of Iowa
Scott K. Baker
Scott K. Baker Southern Methodist University

If you think any of the details on this page are incorrect, let us know.

Report an issue

We appreciate your kind effort to assist us to improve this page, it would be helpful providing us with as much detail as possible in the text box below:

Related Online Degrees & Career Pathways

Studying psychology in the USA opens the door to a range of fulfilling careers, particularly in school counseling. Aspiring professionals must pay close attention to state-specific educational requirements and licensing procedures, which can vary widely across the country.

For instance, those interested in becoming a school counselor in Washington need to complete a master's degree and an approved counselor preparation program. Meanwhile, learning how to become a school counselor in West Virginia involves obtaining state-specific certification and completing relevant coursework.

Educational paths may differ further; for example, Wisconsin school counselor education requirements emphasize comprehensive graduate training and a supervised internship. Similarly, the Wyoming school counselor certification requirements include graduate education, testing, and background checks.

Pursuing an online psychology degree can streamline the initial phase of your career journey, providing flexibility while meeting foundational prerequisites for these counseling positions. Always review your state’s specific guidelines to ensure you’re on the right track for your chosen pathway.

Best Scientists Citing Christine A. Espin

Trending Scientists

Recently Published Articles