Telephone number:	+31 (0)71 527 6630
E-Mail:	espinca@fsw.leidenuniv.nl
Faculty / Department:	Faculteit der Sociale Wetenschappen, Instituut Pedagogische Wetenschappen, Orthopedagogiek
Office Address:	Pieter de la Court gebouw Wassenaarseweg 52 2333 AK Leiden Room number 4A21
Telephone number:	+31 (0)71 527 6630
E-Mail:	c.a.espin@umail.leidenuniv.nl
Faculty / Department:	Faculteit der Sociale Wetenschappen, Instituut Pedagogische Wetenschappen, Orthopedagogiek
Office Address:	Pieter de la Court gebouw Wassenaarseweg 52 2333 AK Leiden Room number 4A21

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Curriculum Vitae

Education

• PhD, Educational Psychology/Special Education, University of Minnesota, Minneapolis, Minnesota (1990)
• Graduate student, Special Education, Pennsylvania State University, Pennsylvania (1984-1985),

• Bachelor of Science, Special Education / Elementary Education, Slippery Rock University, Slippery Rock, Pennsylvania (1980)

Professional Experience

• Professor by special appointment (2009-present)
• Universitair Hoofddocent, Special Education (Learning Disabilities), Leiden University (2008-2009)
• Adjunct Professor, Cognitive Sciences, University of Minnesota (2008-present)
• Professor, Educational Psychology, University of Minnesota (2002-2008)
• Associate Professor, Educational Psychology, University of Minnesota (1995-2002)
• Assistant Professor, Educational Psychology, University of Minnesota (1990-1995)
• Project Coordinator, Learning Disabilities and Mildly Handicapped Research Project, University of Minnesota, Minneapolis, MN (1987-1990)
• Student Teaching Supervisor, Learning Disabilities Practicum, University of Minnesota, Minneapolis, MN (1985-1988)
• Advisor, Learning Disabilities Licensure Program, University of Minnesota, Minneapolis, MN (1985-1990)
• Research Assistant, Investigation of teacher questioning through computer-aided technology, University of Minnesota, Minneapolis, MN (1985-1986)
• Research Assistant, Special Learner and Teacher Effectiveness Project, Pennsylvania State University, University Park, PA (1984-1985)
• Teacher, Students with Learning Disabilities, Grades 9 - 12, Chesapeake High School, Anne Arundel County, MD (1980-1984)
• Coach, Softball, Soccer, Cheerleading, Chesapeake High School, Anne Arundel County, MD (1980-1984)
• Teacher, Study of Chesapeake Bay and Tributaries, Anne Arundel County, MD (Summers only) (1982-1984)    

Publications; Journal Articles

* Ticha, R., Espin, C.A., & Wayman, M.M. (in press). Reading progress monitoring for secondary- school students: Reliability, validity, and sensitivity to growth of reading aloud and maze selection measures. Learning Disabilities Research and Practice.  
* Espin, C.A., Wallace, T., Campbell, H., Lembke, E., Long, J., & Ticha, R. (2008). Curriculum-based Measurement in writing: Predicting the success of high-school students on state standards tests. Exceptional Children, 74, 174-193. 
* Espin, C.A., Cevasco, J., & van den Broek, P., Baker, S., & Gersten, R. (2007). History as narrative: The nature and quality of historical understanding for students with learning disabilities. Journal of Learning Disabilities, 40, 174-182.  
* Wallace, T., Espin, C.A., McMaster, K., Deno, S.L., & Foegen, A. (2007). CBM progress monitoring within a standards-based system. Journal of Special Education, 41, 66-67.  
* Wayman, M., Wallace, T., Wiley, H.I., Ticha, R., & Espin, C.A. (2007). Literature synthesis on curriculum-based measurement in reading. Journal of Special Education, 41, 85-120.  
* McMaster, K., & Espin, C.A. (2007). Literature synthesis on curriculum-based measurement in writing. Journal of Special Education, 41, 68-84.  
* Rapp, D. N., van den Broek, P., McMaster, K. L., Kendeou, P., & Espin, C. A.  (2007).  Higher-order comprehension processes in struggling readers: A perspective for research and intervention.  Scientific Studies of Reading, 11, 289-312.  
* Weissenburger, J.W. & Espin, C.A. (2005).  Curriculum-based measures of writing across grade levels.  Journal of School Psychology, 43, 153-169.            *Kendeou, P., Lynch, J. S., van den Broek, P., Espin, C., White, M., & Kremer, K. E. (2005). Developing successful readers: Building early narrative comprehension skills through television viewing and listening. Early Childhood Education Journal, 33 (2), 91-98.  
* Espin, C.A., Shin, J., & Busch, T.W. (2005). Curriculum-based measurement in the content areas: Vocabulary-matching as an indicator of social studies learning. Journal of Learning Disabilities, 38, 353-363.  
* Espin, C.A., De La Paz, S., Scierka, B.J., & Roelofs, L. (2005).  Relation between curriculum-based measures in written expression and quality and completeness of expository writing for middle-school students.  Journal of Special Education, 38, 208-217.  
* Espin, C.A., Weissenburger, J.W., & Benson, B.J. (2004).  Assessing the writing performance of students in special education.  Exceptionality, 12(1), 55-67.    * Shin, J., Espin, C., Deno, S., & McConnell, S. (2004). Use of hierarchical linear modeling and curriculum-based measurement for assessing academic growth and instructional factors for students with learning difficulties. Asia Pacific Education Review, 5(2), 136-148.  
* Jenkins, J.R., Fuchs, L.S., van den Broek, P., Espin, C.A., & Deno, S.L.  (2003) Sources of individual differences in reading comprehension and reading fluency.  Journal of Educational Psychology, 95, 719-729.  
* Jenkins, J.R., Fuchs, L.S., van den Broek, P., Espin, C.A., & Deno, S.L. (2003). Accuracy and fluency in list and context reading of skilled and RD groups: Absolute and relative performance levels. Learning Disabilities Research and Practice, 18, 222-236.  
* Busch, T. & Espin, C.A. (2003).  Using curriculum-based measurement to prevent failure and assess learning in content areas.  Assessment for Effective Intervention, 28, 49-58.  
* Espin, C.A., Busch, T., Shin, J., & Kruschwitz, R. (2001).  Curriculum-based measures in the content areas:  Validity of vocabulary-matching measures as indicators of performance in social studies.  Learning Disabilities Research and Practice, 16, 142-151.  
* Busch, T.W., Pederson, K., Espin, C.A., & Weissenburger, J.W. (2001).  Teaching students with learning disabilities:  Perceptions of a first-year teacher.  Journal of Special Education, 35, 92-99.  
* Foegen, A., Espin, C.A., Allinder, R., & Markell, M. (2001).  Translating research to practice:  Preservice teachers’ beliefs in Curriculum Based Measurement.  Journal of Special Education, 34, 226-236.  
* Shin, J., Deno, S.L., & Espin, C.A. (2000).  Technical adequacy of the maze task for Curriculum-Based Measurement of reading growth.  Journal of Special Education, 34, 164-172.   
* Espin, C.A., Skare, S., Shin, J., Deno, S.L., Robinson, S. & Brenner, B. (2000).  Identifying indicators of growth in written expression for middle-school students.  Journal of Special Education, 34, 140-153.  
* Espin, C.A., & Deno, S.L. (2000). Introduction to the special issue of Learning Disabilities Research & Practice: Research to practice:  Views from researchers and practitioners.  Learning Disabilities Research and Practice, 15, 67-68.   
* Espin, C.A., Shin, J., & Busch, T. (2000).  Focusing on formative evaluation. Current Practice Alerts, 1 (3), 1-4.    
* Espin, C.A., Scierka, B.J., Skare, S., & Halverson, N. (1999).  Criterion-related validity of curriculum-based measures in writing for secondary students.  Reading and Writing Quarterly, 15, 5-27.  
* Espin, C.A., Deno, S.L., & Albayrak-Kaymak, D. (1998).  Individualized educational plans in resource and inclusive settings:  How "individualized" are they? Journal of Special Education, 32 164-174.  
* Deno, S.L., Foegen, A., Robinson, S., & Espin, C.A.  (1996).  Commentary:  Facing the realities of inclusion:  Students with mild disabilities.  Journal of Special Education, 30, 345-357.  
* Espin, C.A., & Foegen, A.  (1996).  Validity of three general outcome measures for predicting secondary students’ performance on content-area tasks.  Exceptional Children, 62, 497-514.  
* Espin, C.A., & Deno, S.L. (1995).  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., & Yell, M.L.  (1994).  Critical indicators of effective teaching for preservice teachers:  Relationship between teaching behaviors and ratings of teacher effectiveness.  Teacher Education and Special Education, 17, 154-169.  
* Espin, C.A., & Deno, S.L.  (1993).  Content-specific and general reading disabilities of secondary-level students:  Identification and educational relevance.  Journal of Special Education 27, 321-337.  
* Espin, C.A., & Deno, S.L.  (1993).  Performance in reading from content-area text as an indicator of achievement.  Remedial and Special Education, 14 (6), 47-59.  
* Maruyama, G., Deno, S.L., Cohen, C., & Espin, C.A.  (1992).  The School Characteristics Survey:  An "effective school" based means of assessing learning environments.  The Study of Learning Environments, Vol.5.  
* Deno, S.L., Maruyama, G., Espin, C.A., & Cohen, C. (1990).  Educating students with mild disabilities in general education classrooms:  Minnesota alternatives.  Exceptional Children, 57, 150-161.  
* Sindelar, P.T., Espin, C.A., Smith, M.A., & Harriman, N.E.  (1990).  A comparison of more and less effective special education teachers in elementary-level programs.  Teacher Education and Special Education, 13, 9 - 16.  
* Yell, M., & Espin, C.A.  (1990).  The Handicapped Children's Protection Act of 1986:  Time to pay the piper?  Exceptional Children, 56, 396 - 407.  
* Espin, C.A., & Deno, S.L.  (1989).  The effects of modeling and prompting feedback strategies on sight word reading of students.  Education and Treatment of Children, 12, 219 - 231.  
* Espin, C.A., & Sindelar, P.T.  (1988). The effects of auditory feedback on the written revisions of learning disabled and non-disabled students.  Exceptional Children, 55, 45 - 51.  
* Schloss, P.J., Espin, C.A., Smith, M.A., & Suffolk, D.R.  (1987).  Developing assertiveness during employment interviews with young adults who stutter.  Journal of Speech and Hearing Disorders, 52, 30 - 36.  
* Schloss, P.J., Freeman, C.A., Smith, M.A., & Espin, C.A.  (1987).  Influence of assertiveness training on the stuttering rates exhibited by three young adults.  Journal of Fluency Disorders, 12, 333 - 353.

Publications; book chapters

* De La Paz, S., Espin, C., & McMaster, K. (in press). RTI in writing instruction: Implementing evidenced-based interventions and evaluating the effects for individual students. In T.A. Glover & S. Vaughn (Eds.) Response to Intervention: Empowering All Students to Learn - A Critical Account of the Science and Practice, New York, NY: Guilford Press.  
* Espin, C.A. (2007). Curriculum-based measurement with action research: Building effective instructional programs for children with learning difficulties. In J. van Swet, P. Ponte & B. Smit (Eds.), Postgraduate programs as platform: An interactive and research-led approach. AW Rotterdam, The Netherlands: Sense Publishers.  
* Lembke, E., & Espin, C.A. (2005). Curriculum based measurement: Using progress monitoring to affect change in the classroom. In G. D. Sideridis & T. A. Citro, (Eds.), Research to practice: Effective interventions in learning disabilities, (pp. 150-171). Boston, MA: LDW.  
* Deno, S.L., Espin, C.A., & Fuchs, L.S.  (2002).  Evaluation strategies for preventing and remediating basic skill deficits.  In Stoner, G., Shinn, M.R., & Walker, H.M. (Eds.), Interventions for achievement and behavior problems, Washington, DC:  National Association of School Psychologists.  
* Espin, C.A., & Tindal, G. (1998).  Curriculum-based measurement for secondary students. In Shinn, M.R. (Ed.), Advanced applications of curriculum-based measurement. New York:  Guilford Publications.     
* Deno, S.L., & Espin, C.A. (1994).  Curriculum-based assessment.  International Encyclopedia of Education (2nd ed.). Oxford:  Pergamon Press.      
* Deno, S.L., & Espin, C.A.  (1991).  Evaluation strategies for preventing and remediating basic skill deficits.  In Stoner, G., Shinn, M.R., & Walker, H.M. (Eds.), Interventions for achievement and behavior problems, Washington, DC: National Association of School Psychologists.  
* Special Issue Edited   Espin, C.A. & Deno, S.L. (Eds.) (2000). 
* Special issue:  Research to practice:  Views from researchers and practitioners.  Learning Disabilities Research and Practice, 15.  
* Espin, C.A., & Deno, S.L.  (1988). Characteristics of learners with mental retardation.  In  P.J. Schloss, C.A. Hughes, & M.A. Smith (Eds.), Educating the mentally retarded:  A community transition perspective (pp. 35 - 55).  San Diego, CA:  College Hill Press.  
* Espin, C.A.  (1987). Entries on written composition disabilities, scoliosis, habilitation of the handicapped, dance therapy, and colitis.  In C.R. Reynolds & L. Mann (Eds.), Encyclopedia of special education:  A reference for the education of the handicapped and other exceptional children and youth.  New York, NY:  John Wiley & Sons.  

Other activities, presentations, awards, grants etc of Christine Espin