His primary scientific interests are in Mathematics education, Curriculum-based measurement, Curriculum, Reading and Test validity. His study in the fields of Primary education under the domain of Mathematics education overlaps with other disciplines such as Evaluation methods. Stanley L. Deno integrates many fields, such as Curriculum-based measurement and engineering, in his works.
In his research, Aptitude is intimately related to Psychometrics, which falls under the overarching field of Special education. His Curriculum study incorporates themes from Remedial education, Salient and Criterion validity. His Reading research is multidisciplinary, relying on both Developmental psychology, Standards-based assessment, Learning standards and Fluency.
His primary areas of investigation include Mathematics education, Curriculum-based measurement, Curriculum, Reading and Learning disability. His study in the field of Primary education, Academic achievement and Special education is also linked to topics like Evaluation methods. His research in Special education intersects with topics in Set and Medical education.
His Curriculum research incorporates themes from Content area, Salient, Study skills, Educational evaluation and Instructional design. His Reading study also includes
Stanley L. Deno focuses on Curriculum-based measurement, Mathematics education, Curriculum, Reading and Response to intervention. His Mathematics education study combines topics in areas such as Predictive validity, Criterion validity and Linear model. Stanley L. Deno combines subjects such as Task, Learning disability and Data based decision making with his study of Curriculum.
He has included themes like Test and Fluency in his Reading study. As part of one scientific family, he deals mainly with the area of Test, narrowing it down to issues related to the Standardized test, and often Criterion-referenced test, Developmental psychology and Test validity. The Special education study combines topics in areas such as At-risk students, Medical education and Knowledge management.
Stanley L. Deno mainly investigates Curriculum-based measurement, Mathematics education, Curriculum, Reading and Test. Curriculum-based measurement combines with fields such as Task, Criterion validity, Criterion-referenced test, Pictorial stimuli and English second language in his work. The various areas that he examines in his Criterion validity study include Connected Mathematics, Reform mathematics, Core-Plus Mathematics Project, Predictive validity and Academic achievement.
Stanley L. Deno has researched Criterion-referenced test in several fields, including Developmental psychology and Standardized test. His research on English second language frequently connects to adjacent areas such as Fluency. His work deals with themes such as Special education, Response to intervention, At-risk students and Learning disability, which intersect with Reading.
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Curriculum-Based Measurement: The Emerging Alternative:
Stanley L. Deno.
Exceptional Children (1985)
Developments in Curriculum-Based Measurement
Stanley L. Deno.
Journal of Special Education (2003)
The Effects of Frequent Curriculum-Based Measurement and Evaluation on Pedagogy, Student Achievement, and Student Awareness of Learning
Lynn S. Fuchs;Stanley L. Deno;Phyllis K. Mirkin.
American Educational Research Journal (1984)
Sources of Individual Differences in Reading Comprehension and Reading Fluency.
Joseph R. Jenkins;Lynn S. Fuchs;Paul van den Broek;Christine Espin.
Journal of Educational Psychology (2003)
Using Curriculum-based Measurement to Establish Growth Standards for Students with Learning Disabilities
Stanley L. Deno;Lynn S. Fuchs;Douglas Marston;Jongho Shin.
School Psychology Review (2001)
Identifying valid measures of reading.
Stanley L. Deno;Phyllis K. Mirkin;Berttram Chiang.
Exceptional Children (1982)
Paradigmatic Distinctions between Instructionally Relevant Measurement Models
Lynn S. Fuchs;Stanley L. Deno.
Exceptional Children (1991)
Curriculum-based measurement oral reading as an indicator of reading achievement: a meta-analysis of the correlational evidence.
Amy L. Reschly;Todd W. Busch;Joseph Betts;Stanley L. Deno.
Journal of School Psychology (2009)
Generalizations from Five Years of Research on Assessment and Decision Making: The University of Minnesota Institute:
James E. Ysseldyke;Martha Thurlow;Janet Graden;Caren Wesson.
Exceptional Education Quarterly (1983)
Data-Based Program Modification: A Manual.
Stanley L. Deno;Phyllis K. Mirkin.
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