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Pressley, M., Hilden, K. R., & Shankland, R. K. (2006). An evaluation of end-grade-3 Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Speed reading without comprehension, predicting little. East Lansing, MI: Michigan State University, College of Education, Literacy Achievement Research Center (LARC).

has been cited by the following article:

• TITLE: Perspectives on Policy/Practice (Dis)Connection—Special Educators Turned Teacher Educators’ Points of View

  AUTHORS: Kathryn S. Young, Svjetlana Curcic

  KEYWORDS: Special Education; Teacher Education; Policy; No Child Left Behind; Highly Qualified Teacher; Annual Yearly Progress; Evidence-Based Practices

  JOURNAL NAME: Creative Education, Vol.4 No.7, July 11, 2013

  ABSTRACT: Educational policy and practice have long been disconnected. This paper explores the experiences of two former teachers turned teacher educators as they examine unintended consequences of policy reform. This paper positions No Child Left Behind’s and Individuals with Disabilities Education Act’s “Highly Qualified Teachers,” “Annual Yearly Progress,” and the issues of “evidence-based practices” alongside the authors’ personal school-based examples to demonstrate (dis)connections between policy, schools, and classrooms. The analysis provides a critique of these policies to demonstrate where teacher educators can take an active role in helping future teachers understand implications of these policies.