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Stanley L. Deno, Ph.D.
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University of Minnesota
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Department of Educational Psychology
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- Office: 254 Burton Hall
- 178 Pillsbury Drive SE
- Minneapolis, MN 55455
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I have studied a variety of issues in
classroom behavior and learning, but my research primarily has
focused on the failure of students to develop basic skills in
reading, writing, and arithmetic. My work has resulted in the
development of procedures that teachers can use to monitor basic
skills growth, to identify students at risk of continued learning
difficulty, to evaluate efforts to prevent and remediate low
achievement, and to aid in making instructional decisions. These
procedures, called Curriculum-based Measurement (CBM0, have been
used widely in both general, special and compensatory education
programs. Use of the progress monitoring procedures of CBM has been
extended to Early Childhood Education through the development of
Individual Growth and Develpment Indicators (IGDIs), and in Early
Literacy as Dynamic Indicators of Basic Early Literacy (DIBELS).
Interest in use of these procedures has increased with the increased
emphasis on the significant role played by fluency in the develpment
of basic skill proficiency. CBM progress monitoring procedures have
formed the basis for the development of two major federal projects -
The National Center on Student Progress Monitoring, and the Research
Institute on Progress Monitoing. It has resulted spawned a variety
of commercial and noncommercial programs such as Aimsweb, Basic
Skills Monitoring Program, DIBELS, EdCheckup, Great Leaps,
Intervention Central, Yearly Progress Pro, etc.
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