Prof. Espin, Ch.A. (Christine)

Position:
  • Full professor
Expertise:
  • Curriculum Based Measurement; CBM
  • Interventions for students with learning disabilities and in special education in education
  • Teacher-directed interventions for adolescents with learning and behaviour problems


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 4A25


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

  • Full professor (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

  • Wagner, D., & Espin, C.A. (2015). The reading fluency and comprehension of fifth- and sixth-grade struggling readers across brief tests of various intervention approaches. Reading Psychology, 1-34. (Published online, volume not yet determined) DOI:10.1080/02702711.2014.927812
  • McMaster, K.L., van den Broek, P., Espin, C.A., Pinto, V., Janda, B., Lam, E., Hsu, H., Jung, P., Leinen, A., & van Boekel, M. (2015). Developing a reading comprehension intervention: Translating cognitive theory to educational practice. Contemporary Educational Psychology, 40, 28-40. DOI: dx.doi.org/10.1016/j.cedpsych.2014.04.001
  • McMaster, K.L., van den Broek, P., Espin, C.A., Pinto, V., Janda, B., Lam, E., Hsu, H., Jung, P. Leinen, A.B., & van Boekel, M. (2015). Developing a reading comprehension intervention: Translating cognitive theory to educational practice. Contemporary Educational Psychology, 40, 28-40. DOI: dx.doi.org/10.1016/j.cedpsych.2014.04.001
  • Espin, C.A. (2014). What are Goed righting! (What is good writing?) Literacy Research and Instruction, 52, 93-95. DOI:10.1080/19388071.2014.869944
  • McMaster, K.M., Espin, C.A., & van den Broek, P.W. (2014). Making connections: Linking cognitive psychology and intervention research to improve comprehension of struggling readers. Learning Disabilities Research and Practice, 29, 17-24. DOI: 10.111/ldrp.12026
  • Espin, C.A., Busch, T., Lembke, E.S., Hampton, D., Seo, K., & Zukowski, B.A. (2013). Curriculum-based measurement in science learning: Vocabulary-matching as an indicator of performance and progress. Assessment for Effective Intervention, 38, 203-213. DOI: 10.1177/1534508414545643
  • Chung, S., & Espin, C.A. (2013). CBM progress monitoring in foreign-language learning for secondary-school students: Technical adequacy of different measures and scoring procedures. Assessment for Effective Intervention, 38, 236-248. DOI: 10.1177/1534508413489723
  • Campbell, H., Espin, C.A., & McMaster, K. (2013). The technical adequacy of curriculum-based writing measures with English Language Learners. Reading and Writing: An Interdisciplinary Journal, 26, 431-452. DOI: 10.1007/s11145-012-9375-6.
  • Van den Broek, P.W., & Espin, C.A. (2012). Connecting cognitive theory and assessment: Measuring individual differences in reading comprehension. School Psychology Review, 41, 315-325.
  • Seifert, K., & Espin, C.A. (2012). Improving reading of science text for secondary students with learning disabilities: Effects of text reading, vocabulary learning, and combined approaches to instruction. Learning Disability Quarterly, 35, 236-247. doi: 10.1177/0731948712444275.
  • McMaster, K. L., van den Broek, P., Espin, C. A., White, M. J., Kendeou, P., Rapp, D. N., Bohn-Gettler, K., & Carlson, S. (2012). Making the right connections:  Differential effects of reading intervention for subgroups of comprehenders. Learning and Individual Differences, 22, 100-111. DOI:10.1016/j.lindif.2011.11.017  
  • Yeo, S., Kim, D., Branum-Martin, L., Wayman, M. M., & Espin, C. A. (2012). Assessing the reliability of curriculum-based measurement: An application of latent growth modeling. Journal of School Psychology 50(2), 275-292.
  • Espin, C.A., Wallace, T., Lembke, E., Campbell, H., & Long, J.D. (2010). Creating a progress measurement system in reading for middle-school students: Monitoring progress towards meeting high stakes standards. Learning Disabilities Research and Practice, 25, 60-75.
  • Van den Broek, P., & Espin, C.A. (2010). Improving reading comprehension: Connecting cognitive science and education. Cognitive Critique, 2, 1-26.
  • Tichá, 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 and Practice, 24, 132-142.
  • Espin, C.A., Wallace, T., Campbell, H., Lembke, E., Long, J., & Tichá, 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., Tichá, 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). Technical features of curriculum-based measurement in writing: A literature review. Journal of Special Education, 41, 68-84. DOI: 10.1177/00224669070410020301
  • 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).  The 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

  • Espin, C.A. & Deno, S.L. (2015). Oral reading fluency or reading aloud from text: An analysis through a unified view of construct validity. In Cummings, K.D. & Petscher, Y. (forthcoming, 2015), Fluency Metrics in Education: Implications for Test Developers, Researchers, and Practitioners. New York: Springer.
  • Espin, C.A., & Campbell, H. (2012).  They’re getting older . . . but are they getting better? The influence of CBM on programming for secondary-school students with learning disabilities. In C. Espin, K. McMaster, S. Rose, & M. Wayman (Eds.) A Measure of success: The influence of Curriculum-based Measurement on education. Minneapolis, MN: University of Minnesota Press.
  • Espin, C.A., McMaster, K., & Rose, S. (2012). Introduction to a Measure of Success. In C. Espin, K. McMaster, S. Rose, & M. Wayman (Eds.) A Measure of success: The influence of Curriculum-based Measurement on education. Minneapolis, MN: University of Minnesota Press.
  • Espin, C.A., Wayman, M.M., & Campbell, H. (2011). Continue voortgangsevalutie (CVE). (Continuous progress monitoring). In J. Castelijns, M. Segers, & K. Struyven, Evalueren om te leren – toetsen en beoordelen op school (Assessment for learning – testing and evaluation in schools). Bussum, The Netherlands, Coutinho.
  • De La Paz, S., Espin, C., & McMaster, K. (2010). 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 (pp. 214-253). New York:  Guilford.   
  • 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.
  • 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

Last Modified: 31-03-2016