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My research interests focus on the basic reading and
written expression skills of students with learning
disabilities at the secondary-school level. More
specifically, I am interested in developing a system that can
be used to track the performance of students in reading and
written expression over time. Such a system has been
developed at the elementary level by Stanley Deno and
colleagues here in the College, and is usually referred to as
curriculum-based measurement (CBM). I would like to extend
the research on CBM to the secondary level, developing
measures that secondary-school teachers could use to examine
student progress in basic reading and writing skills, and to
determine the likelihood of student success on state
graduation tests.
I plan to continue my work on the development of CBM
measures in reading and written expression. In addition, I
plan to extend my research to examine the development of CBM
measures in content areas such as science and social studies.
In the future, I would like to focus on intervention
research, specifically to develop interventions that would
lead to improvements in basic written expression skills such
as grammar, punctuation, and sentence formation for
secondary-school students with learning disabilities. [more
on curriculum-based measurement]
Selected publications
Espin, C.A., Busch, T., Shin, J., &
Kruschwitz, R. (in press).
Curriculum-based measures in the content areas: Validity of
vocabulary-matching measures as indicators of performance in social
studies. Learning Disabilities Research and Practice.
Foegen, A., Espin, C.A., Allinder, R., & Markell, M. (in press).
Translating research to practice: Preservice teachers' beliefs in
Curriculum Based Measurement. Journal of Special Education.
Espin, C.A., Skare, S., Shin, J., Deno, S.L., Robinson, S. &
Brenner, B. (in press). Identifying indicators of growth in
written expression for middle-school students. Journal of
Special Education.
Espin, C.A., Scierka, B.J., Skare, S., & Halverson, N. (1999).
Criterion-related validity of curriculum-based measures in writing for
secondary students. Reading and Writing Quarterly, 15, 5-27.
Espin, C.A., & Foegen, A. (1996). Validity of three
general outcome measures for predicting secondary students' performance
on content-area tasks. Exceptional Children, 62, 497-514.
Complete
vitae [.pdf]
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