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Alonzo,  J.  (2016).  The relation between Smarter Balanced and easyCBM Mathematics and Reading Assessments.  Journal of School Administration Research and Development, 1(1), 17-35.

Sáez,  L.,  Nese,  J.  F.  T.,  Alonzo,  J.,  &  Tindal,  G.  (2016).  Individual differences in kindergarten through grade 2 fluency relations.  Learning and Individual Differences, 49, 100-109.

Basaraba, D., Yovanoff, P., Alonzo, J. & Tindal. G. (2012) Examining the structure of reading comprehension: Do literal, inferential, and evaluative comprehension truly exist? Reading and Writing: An Interdisciplinary Journal. doi: 10.1007/S11145-012-9372-9

Nese, J.F.T., Park, J., Alonzo, J., & Tindal, G. (2011).  Applied curriculum-based measurement as a predictor of high-stakes assessment: Implications for researchers and teachers. Elementary School Journal111, 608-624.

Clarke, B., Nese, J.F.T., Alonzo, J., Smith, J.M.L., Tindal, G., Kame’enui, E.J., & Baker, S.K. (2011). Classification accuracy of easyCBM first grade mathematics measures: Findings and implications for the field. Assessment for Effective Intervention, 36, 243-255doi: 10.1177/1534508411414153

Alonzo, J., Basaraba, D., Tindal, G., & Carriveau, R. (2009). They read, but how well do they understand? An empirical look at the nuances of comprehension.Assessment for Effective Intervention, 35, 34-44. doi: 10.1177/1534508408330082

Alonzo, J., Tindal, G., & Robinson, Q. L. (2008). Using school-wide response to intervention to close the achievement gap in reading. ERS Spectrum.  26, 1-9.