Peer-Reviewed Journal Articles

  1. Tindal, G., & Anderson, D. (in press). Changes in Status-Service and Performance over Time for Students with Specific Learning Disabilities. Learning Disabilities Quarterly.

  2. Nese, J. F. T., Farley, D., & Anderson, D. (in press). The instructional characteristics of small-group, Grade 1 reading interventions applied in schools. Learning Disabilities: Research and Practice. Learning Disabilities: Research and Practice.

  3. Rosenberg, J, Beymer, P. N., Anderson, D., and Schmidt, J. A. (2018). tidyLPA: An R Package to Easily Carry Out Latent Profile Analysis (LPA) Using Open-Source or Commercial Software. Journal of Open Source Software, 3(30), 978. doi: 10.21105/joss.00978

  4. Fien, H., Anderson, D., Nelson, N. J., Baker, S. K., & Kennedy, P. (2018). Examining the Impact and School-Level Predictors of Impact Variability of an 8th Grade Reading Intervention on At-Risk Students’ Reading Achievement. Learning Disabilities Research & Practice, 33, 37-50. doi: 10.1111​/ldrp.12161

  5. Park, B. J., Anderson, D., Tindal, G., & Alonzo, J. (2017). A Validity Argument for a Mathematics Curriculum-Based Measure: Implications for Response to Intervention Decision-Making. Journal of Educational Administration and Policy, 2, 5-18. doi: 10.22553​/keas​/2017.2.1.33

  6. Anderson, D., Kahn, J, and Tindal, G. (2017). Exploring the Robustness of a Unidimensional Item Response Theory Model with Empirically Multidimensional Data. Applied Measurement in Education. 30, 163-177. doi: 10.1080​/08957347.2017.1316277

  7. Farley, D., Anderson, D., Irvin, P. S., & Tindal, G. (2016). Modeling reading growth in Grades 3-5 with an alternate assessment. Remedial and Special Education, 38, 195-206. doi: 10.1177​/0741932516678661

  8. Saven, J. L., Anderson, D., Nese, J. F. T., Farley, D., & Tindal, G. (2016). Patterns of Statewide Test Participation for Students With Significant Cognitive Disabilities. The Journal of Special Education. 49, 209-220. doi: 10.1177​/0022466915582213

  9. Anderson, D., Farley, D., & Tindal, G. (2015). Test Design Considerations for Students With Significant Cognitive Disabilities. The Journal of Special Education, 49, 3-15. doi: 10.1177​/0022466913491834

  10. Anderson, D., Irvin, P. S., Alonzo, J., & Tindal, G. A. (2015). Gauging Item Alignment Through Online Systems While Controlling for Rater Effects. Educational Measurement: Issues and Practice, 34, 22-33. doi: 10.1111/emip.12038

  11. Patarapichayatham, C., Anderson, D., and Kamata, A. (2013). Middle school transition: An application of latent transition analysis (LTA) on easyCBM benchmark mathematics data. The International Journal of Educational Administration and Development, 4, 745-756.

  12. Nese, J. F. T., Biancarosa, G., Anderson, D., Lai, C.-F., Alonzo, J., and Tindal, G. (2012). Within-year oral reading fluency with CBM: A comparison of models. Reading and Writing, 25, 887-915. doi: 10.1007/s11145-011-9304-0

  13. Anderson, D., Lai, C., Alonzo, J. and Tindal, G. (2011). Examining a grade-level math CBM designed for persistently low-performing students. Educational Assessment, 16, 15-34. doi:10.1080​/10627197.2011.551084

Book Chapters

  1. Tindal, G., and Anderson D. (2011). Validity evidence for making decisions about accommodated and modified large-scale tests. In Elliot, S. N., Kettler, R. J., Beddow, P. A., & Kurz, A. (Eds.), Accessible tests of student achievement: Issues, innovations, and applications, (pp.183-200). New York, NY: Springer.