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.
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.
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.
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.
This overview was generated by a machine learning system which analysed the scientist’s body of work. If you have any feedback, you can contact us here.
Oral Reading Fluency Norms: A Valuable Assessment Tool for Reading Teachers
Jan Hasbrouck;Gerald A. Tindal.
The Reading Teacher (2006)
Curriculum-Based Oral Reading Fluency Norms for Students in Grades 2 through 5.
Jan E. Hasbrouck;Gerald Tindal.
Teaching Exceptional Children (1992)
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.
Educational Measurement: Issues and Practice (2005)
Accommodating Students with Disabilities on Large-Scale Tests: An Experimental Study:
Gerald Tindal;Bill Heath;Keith Hollenbeck;Patricia Almond.
Exceptional Children (1998)
Special Education Referrals as an Index of Teacher Tolerance: Are Teachers Imperfect Tests?:
Mark R. Shinn;Gerald A. Tindal;Deborah A. Spira.
Exceptional Children (1987)
Using Oral Reading Rate to Predict Student Performance on Statewide Achievement Tests
Lindy Crawford;Gerald Tindal;Steve> Stieber.
Educational Assessment (2001)
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.
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.
Journal of Educational Research (1999)
Assessment of Written Expression for Students in Compensatory and Special Education Programs
Gerald Tindal;Richard Parker.
Journal of Special Education (1989)
If you think any of the details on this page are incorrect, let us know.
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: