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D-Index & Metrics

Psychology

D-Index
45
Citations
7878
World Ranking
6718
National Ranking
3639

Overview

Gerald Tindal is affiliated with the University of Oregon in the United States. Their academic and research profile is characterized by involvement in multiple areas related to their institution, although specific publication details and research topics are not currently listed.

There are no records of recent papers, co-authors, or frequent publication venues associated with Gerald Tindal at this time. Additionally, data on book publications and fields or subfields of study is not available.

Similarly, there is no information on main topics of their research work or awards that have been received.

Given the absence of documented publications, collaborations, or defined areas of focus, Gerald Tindal's profile primarily reflects their current academic affiliation without detailed public data on research output or scientific contributions.

Best Publications

  • Oral Reading Fluency Norms: A Valuable Assessment Tool for Reading Teachers

    Jan Hasbrouck;Gerald A. Tindal

  • Curriculum-Based Oral Reading Fluency Norms for Students in Grades 2 through 5.

    Jan E. Hasbrouck;Gerald Tindal

  • Grade‐Level Invariance of a Theoretical Causal Structure Predicting Reading Comprehension With Vocabulary and Oral Reading Fluency

    Paul Yovanoff;Luke Duesbery;Julie Alonzo;Gerald Tindal

  • Accommodating Students with Disabilities on Large-Scale Tests: An Experimental Study:

    Gerald Tindal;Bill Heath;Keith Hollenbeck;Patricia Almond

  • Special Education Referrals as an Index of Teacher Tolerance: Are Teachers Imperfect Tests?:

    Mark R. Shinn;Gerald A. Tindal;Deborah A. Spira

  • Using Oral Reading Rate to Predict Student Performance on Statewide Achievement Tests

    Lindy Crawford;Gerald Tindal;Steve> Stieber

  • A Summary of Research on Test Changes: An Empirical Basis for Defining Accommodations.

    Gerald Tindal;Lynn Fuchs

  • Classroom Based Assessment: Evaluating Instructional Outcomes

    Gerald A. Tindal;Douglas B. Marston

  • Examining the Structure of Reading Comprehension: Do Literal, Inferential, and Evaluative Comprehension Truly Exist?.

    Deni Basaraba;Paul Yovanoff;Julie Alonzo;Gerald Tindal

  • Reading as an Access to Mathematics Problem Solving on Multiple-Choice Tests for Sixth-Grade Students

    Robert Helwig;Marick A. Rozek-tedesco;Gerald Tindal;Bill Heath

  • Assessment of Written Expression for Students in Compensatory and Special Education Programs

    Gerald Tindal;Richard Parker

  • Teachers' Knowledge of Accommodations As a Validity Issue in High-Stakes Testing

    Keith Hollenbeck;Gerald Tindal;Patricia Almond

  • Influence of elementary student gender on teachers' perceptions of mathematics achievement

    Robert Helwig;Lisbeth Anderson;Gerald Tindal

  • A Comparison of Differences Between Students Labeled Learning Disabled and Low Achieving on Measures of Classroom Performance

    Mark R. Shinn;James E. Ysseldyke;Stanley L. Deno;Gerald A. Tindal

  • Effective School Consultation: An Interactive Approach

    George M. Sugai;Gerald A. Tindal

  • An Experimental Analysis of Accommodation Decisions on Large-Scale Mathematics Tests

    Robert Helwig;Gerald Tindal

  • An Application of Curriculum-Based Assessment: The Use of Direct and Repeated Measurement

    Gary Germann;Gerald Tindal

  • Recommendations for Accommodations: Implications of (In)consistency

    Leanne R. Ketterlin-Geller;Julie Alonzo;Jenelle Braun-Monegan;Gerald Tindal

  • Using a Concept-Grounded, Curriculum-Based Measure in Mathematics to Predict Statewide Test Scores for Middle School Students with LD

    Robert Helwig;Lisbeth Anderson;Gerald Tindal

  • The Adequacy of Tools for Assessing Reading Competence: A Framework and Review:

    Edward J. Kame’enui;Lynn Fuchs;David J. Francis;Roland Good

Frequent Co-Authors

Stephen N. Elliott
Stephen N. Elliott Arizona State University
Mark R. Shinn
Mark R. Shinn University of Oregon
Lynn S. Fuchs
Lynn S. Fuchs Vanderbilt University
Stanley L. Deno
Stanley L. Deno University of Minnesota
Douglas Fuchs
Douglas Fuchs Vanderbilt University
Paula J. Schwanenflugel
Paula J. Schwanenflugel University of Georgia
James E. Ysseldyke
James E. Ysseldyke University of Minnesota
Scott K. Baker
Scott K. Baker Southern Methodist University
Martha L. Thurlow
Martha L. Thurlow University of Minnesota
Deborah C. Simmons
Deborah C. Simmons Texas A&M University

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