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I began my career at the University of Delaware,
researching the impact of instructional objectives on
students' learning. But colleagues there–aware of the
reputation of my mother, Dr. Evelyn Deno, in the special
education field–pulled me toward research in special
education. I have studied a variety of issues in classroom
behavior and learning, but am most well-known for my research
work focusing on the failure of students to develop basic
skills in reading, writing, and arithmetic. My work has
resulted in the development of procedures that teachers can
use to monitor basic skills growth, to identify students at
risk of continued learning difficulty, to evaluate efforts to
prevent and remediate low achievement, and to aid in
making instructional decisions. These procedures, called
curriculum-based measurement, have been used widely in
special education for students with mild disabilities. [more
on curriculum-based measurement]
Selected publications
Deno, S. L. (2000) Academic progress as incompatible behavior:
Curriculum-Based Measurement as Intervention. Beyond Behavior
Shin, J., Deno, S. L., Robinson, S. L., & Marston, D. (in press).
Predicting classroom achievement from active responding on a
computer-based classwide instructional system. Remedial and Special
Education. , 21(1), 53-60.
Espin, C., & Deno, S. L. (2000) Introduction to the special issue of
Learning Disabilities Research and Practice: Views from
researchers and practitioners. Learning Disabilities Research and
Practice 15(2), 67-68
Shin, J., Deno, S. L., & Espin, C. (in press). Technical adequacy of
maze probes for Curriculum-Based Measurement of reading growth. The
Journal of Special Education.
Deno, S. L., Fuchs, L. S., Marston, D.B & Shin, J., (2001). Using
curriculum-based measurement to establish growth standards for students
with learning disabilities. School Psychology Review,30,4 (pp
507-524).
Shin, J., Deno, S. L., & Espin, C. (2000). Technical adequacy of maze
probes for Curriculum-Based Measurement of reading growth. The
Journal of Special Education 34(3), 140-153.
Espin, C., Skare, S., ,Shin, J., Deno, S. L. Robinson, S., & Brenner,
B. (2000) Identifying indicators of written expression proficiency for
middle school students. Remedial and Special Education, 34(3)
164-172
Rogers, D.C., Deno, S. L., and Markell, M. (In press). The systematic
teaching and recording tactic (S.T.A.R.T.): A generic reading strategy.
Intervention.
Deno, S. L. (1997). "'Whether' thou goest:
Perspectives on progress monitoring." In E. Kameenuii, J.
Lloyd, and D. Chard (Eds.) Issues in educating students
with disabilities. Lawrence Erlbaum Associates,
Ind.
Deno, S. L. (2002) Problem-solving as best practice. In A. Thomas &
J. Grimes (Eds.), Best practices in School Psychology IV,
National Association of School Psychologists, Washington, D.C.
Deno, S. L., Espin, C. & Fuchs, L. (Accepted for publication)
Evaluation strategies for preventing and remediating basic skill
deficits. In G. Stoner, M. Shinn, & H. Walker (Eds.), Interventions
for achievement and behavior problems. Washington, DC: National
Association of School Psychology. Complete
vitae [.pdf]
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