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Shinn, M. R., Tindal, G., & Stein, S. (1988). Curriculum-based measurement and the identification of mildly handicapped students: A research review. Professional School Psychology, 3, 69-86.

Address all correspondence concerning this manuscript to Lynn S. Fuchs, Box 328, Peabody College, Vanderbilt University, Nashville, TN 37203.

This research was supported in part by Grant #023E90020 from the U.S. Department of Education, Office of Special Education Programs, to Vanderbilt University. Statements should not be interpreted as official positions of the agencies.

We would like to express our sincere thanks to Roland Good for his valuable guidance about and assistance with the data analysis reported in this article.

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Lynn S. Fuchs, Douglas Fuchs, and Carol L. Hamlett Peabody College of Vanderbilt University

Lynn Walz and Gary Germann St. Croix River Education District

Lynn S. Fuchs, PhD, received her doctorate in educational psychology from the University of Minnesota in 1981. She is Professor of Special Education and Kennedy Center Investigator at Peabody College of Vanderbilt University. Her research focuses on curriculum-based measurement and teachers' use of assessment information in instructional planning

Douglas Fuchs, PhD, received his doctorate in educational psychology from the University of Minnesota in 1978. He is Professor of Special Education and Kennedy Center Investigator at Peabody College of Vanderbilt University. His research interests concern general educators' strategies for dealing with student diversity

Carol L. Hamlett, MS, is Research Associate in the Department of Special Education at Peabody College of Vanderbilt University. Her research interests address computer applications for enhancing teacher assessment and instructional planning

Lynn Walz, MS, is Coordinator of Staff Planning in the St. Croix River Education District. Her interests focus on consultation strategies to enhance teachers' instruction

Gary Germann, MS, is Director of the St. Croix River Education District. He is known for his pioneering work in Pine County, MN involving curriculum-based measurement.

Copyright of School Psychology Review is the property of National Association of School Psychologists and its content may not be copied or e-mailed to multiple sites or posted to a listserv without the copyright holder`s express written permission. However, users may print, download, or e-mail articles for individual use.

Source: School Psychology Review, 1993, Vol. 22 Issue 1, p27, 22p Item: 9607083090

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