Deno, S. L. (1985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52, 219–232.

Espin, C. A., & Deno, S. L. (1994–95). Curriculum-based measures for secondary students: Utility and task specificity of text-based reading and vocabulary measures for predicting performance on content-area tasks. Diagnostique, 20, 121–142.

Espin, C. A., & Tindal, G. (1998). Curriculum-based measurement for secondary students. In M. R. Shinn (Ed.), Advanced applications of curriculum-based measurement (pp. 214–253). New York: Guilford.

Espin, C. A. (2007). Curriculum-Based Measurement with Action Research. In J. van de Set, P. Ponte & B. Smits (Eds.), Postgraduat programmes as Platform, A research-led Approach (247-256). Rotterdam/Taipei: Sense Publishers.

Espin, C. A.,Wallace, T., Lembke, E., Campbell, H., & Long, J. (2010). Creating a progress-monitoring system in reading for middle-school students: Tracking progress toward meeting high-Stakes standards. Learning Disabilities Research and Practice, 25(2), 60-75

Espin, C., Wayman, M, M.., & Campbell, H. (2011).Continue voortgangsevaluatie (CVE). In J. Castelijns, M. Segers, & K. Struyven (Eds.), Evalueren om te Leren: Toetsen en beoordelen op school (167-177). Bussum: Uitgeverij Coutinho b.v.

Fuchs, L.S., & Fuchs, D. (1992). Identifying a Measure for Monitoring Student Reading Progress, School Psychology Review, 21, 45-58.

Fuchs, D., Fuchs, L. S., Mathes, P. G., & Lipsey, M. W. (2000). Reading differences between low-achieving students with and without learning disabilities: A meta-analysis. In R. Gersten, E. Schiller, & S. Vaughn (Eds.), Research syntheses in special education (pp. 81–104).Mahwah, NJ: Erlbaum.

Fuchs, L. S., Fuchs, D., Hosp, M. K., & Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5, 239–256.

Rasinski, T. V., Padak, N. D., McKeon, C. A., Wilfong, L. G., Friedauer, J. A., & Heim, P. (2005). Is reading fluency a key for successful high school reading? Journal of Adolescent and Adult Literacy, 48, 22–27.

Shin, J., Deno, S. L., & Espin, C. (2000). Technical Adequacy of the Maze Task for Curriculum-Based Measurement of Reading Growth. The Journal of Special Education, 34 (3), 164-172

Stecker, P. M., Fuchs, L. S., & Fuchs, D. (2005). Using curriculum-based measurement to improve student achievement: Review of research. Psychology in the Schools, 42, 795–819.

Ticha, R., Espin, C. A., & Wayman, M. M. (2009). Reading progress monitoring for secondary-school students: Reliability, validity, and sensitivity to growth of reading aloud and maze selection measures. Learning Disabilities Research & Practice, 24, 132–142.

Wayman, M. M., Wallace, T., Wiley, H. I., Ticha, R., & Espin, C. A. (2007). Literature synthesis on curriculum-basedmeasurement in reading. Journal of Special Education, 41, 85–120.

Wiley, H. I., & Deno, S. L. (2005). Oral reading and maze measures as predictors of success for English learners on a state standards assessment. Remedial and Special Education, 26, 207–214.