A 2013 paper has landed a UGA College of Education researcher on the Council for Learning Disabilities’ list of “most influential” articles.
Scott Ardoin’s paper, published in the Journal of School Psychology, examines the recommendations and research surrounding curriculum-based measurement of oral reading. The educational psychology department researcher and his team evaluated more than 100 studies examining the appropriateness of a widely used measure for monitoring the academic gains made by students provided with reading interventions.
The primary reason for conducting this research, Ardoin said, was his concern that curriculum decisions for students were made based on unreliable data.
