What is he best known for?
The fields of study he is best known for:
- Education
- Law
- Mathematics education
Mathematics education, Reading, Special education, Curriculum-based measurement and Primary education are his primary areas of study.
The study incorporates disciplines such as Test, Achievement test and Curriculum in addition to Mathematics education.
His Reading research includes themes of Pedagogy, Norm-referenced test, Developmental psychology, Learning disability and Fluency.
He focuses mostly in the field of Pedagogy, narrowing it down to topics relating to Test Norms and, in certain cases, Individualized instruction.
His Fluency research is multidisciplinary, incorporating elements of Early childhood and Set.
His work carried out in the field of Special education brings together such families of science as Remedial education, Test validity and Program evaluation.
His most cited work include:
- Oral Reading Fluency Norms: A Valuable Assessment Tool for Reading Teachers (420 citations)
- Curriculum-Based Oral Reading Fluency Norms for Students in Grades 2 through 5. (206 citations)
- Grade‐Level Invariance of a Theoretical Causal Structure Predicting Reading Comprehension With Vocabulary and Oral Reading Fluency (132 citations)
What are the main themes of his work throughout his whole career to date?
Gerald Tindal mainly investigates Mathematics education, Technical report, Reading, Curriculum-based measurement and Special education.
His Mathematics education study combines topics in areas such as Test, Test validity, Pedagogy, Curriculum and Learning disability.
His Test research is multidisciplinary, incorporating perspectives in Social psychology and Applied psychology.
His studies in Learning disability integrate themes in fields like Accountability and Social studies.
Gerald Tindal works mostly in the field of Reading, limiting it down to concerns involving Fluency and, occasionally, Structural equation modeling.
His Special education research integrates issues from Remedial education, Academic achievement and Achievement test.
He most often published in these fields:
- Mathematics education (69.87%)
- Technical report (35.81%)
- Reading (33.62%)
What were the highlights of his more recent work (between 2011-2019)?
- Mathematics education (69.87%)
- Technical report (35.81%)
- Curriculum-based measurement (31.88%)
In recent papers he was focusing on the following fields of study:
The scientist’s investigation covers issues in Mathematics education, Technical report, Curriculum-based measurement, Reading and Item response theory.
His biological study spans a wide range of topics, including Academic standards, Pedagogy and Accountability.
Gerald Tindal has included themes like Test, Cognitive psychology, Developmental psychology, Sample and Fluency in his Reading study.
His research in Test intersects with topics in Knowledge level, Social psychology and Applied psychology.
His Fluency research incorporates elements of Word and Word reading.
Within one scientific family, Gerald Tindal focuses on topics pertaining to Achievement test under Special education, and may sometimes address concerns connected to Ethnic group.
Between 2011 and 2019, his most popular works were:
- In search of average growth: describing within-year oral reading fluency growth across Grades 1-8. (48 citations)
- Examining the Structure of Reading Comprehension: Do Literal, Inferential, and Evaluative Comprehension Truly Exist?. (44 citations)
- Validity of CBM Measures of Oral Reading Fluency and Reading Comprehension on High-Stakes Reading Assessments in Grades 7 and 8. (42 citations)
In his most recent research, the most cited papers focused on:
Gerald Tindal mostly deals with Reading, Mathematics education, Curriculum-based measurement, Developmental psychology and Fluency.
His Reading study integrates concerns from other disciplines, such as Test, Cognitive psychology, Set and Literacy.
Gerald Tindal combines subjects such as Multilevel model, Learning disability and Accountability with his study of Mathematics education.
He has researched Learning disability in several fields, including Critical thinking skills, Critical thinking, Pedagogy and Thinking skills.
His research integrates issues of General education, Artificial intelligence and Reading rate in his study of Developmental psychology.
His work in Fluency tackles topics such as Response to intervention which are related to areas like Academic achievement and Context.
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