Ordered by weight (if set) and creation date.
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 Journal, 111, 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, 243-255. doi: 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.