Selected Recent Refereed Publications (see CV for all publications)
https://orcid.org/0000-0002-3703-9852/print
*denotes publications with graduate students
Cummings, K.D., Smolkowski, K., & Baker, D.L. (2019). Comparison of literacy screener risk selection between English proficient students and English learners. Learning Disability Quarterly. Advance online publication. doi: 10.1177/0731948719864408
Reed, D.K., Cummings, K.D., Schaper, A.D., Lynn, D.*, & Biancarosa, G. (2018). Accuracy in identifying students’ miscues during oral reading: a taxonomy of scorers’ mismarkings. Reading and Writing: An Interdisciplinary Journal . Advance online publication. doi: 10.1007/s11145-018-9899-5
Smolkowski, K. & Cummings, K.D. (2016) Evaluation of the DIBELS (6th Edition) diagnostic system for the selection of native and proficient English speakers at risk for reading difficulties. Journal of Psychoeducational Assessment. doi: doi:10.1177/0734282915589017
Cummings, K.D. & Smolkowski, K. (2015). Bridging the gap: Selecting students at risk for academic difficulties. Assessment for Effective Intervention, 44(1), 55-61. doi: 10.1177/1534508415590396
Smolkowski, K. & Cummings, K.D. (2015). Evaluation of diagnostic systems: The selection of students at risk for academic difficulties. Assessment for Effective Intervention, 41(1), 41-54. 10.1177/1534508415590386
Park, Y., Chaparro, E.A., Preciado, J., & Cummings, K.D. (2015). The importance of early mastery of basic reading skills. Early Education and Development. doi: 10.1080/10409289.2015.1015855
Cummings, K.D., Biancarosa, G., Schaper, A.*, & Reed, D.K. (2014). Examiner error in curriculum-based measurement of oral reading. Journal of School Psychology, 52(4), 361-375. doi: 10.1016/j.jsp.2014.05.007
Biancarosa, G. & Cummings, K.D. (2014). New metrics, measures, and uses for fluency data: An introduction to a special issue on the assessment of reading fluency [Special issue]. Reading and Writing, 28(1), 1-7. doi: 10.1007/s11145-014-9516-1
Cummings, K.D., Stoolmiller, M., Baker, S.K., Fien, F., & Kame'enui, E.J. (2014). Using school-level student achievement to engage in formative evaluation: Comparative school-level rates of oral reading fluency growth conditioned by initial skill for second-grade students [Special issue]. Reading and Writing, 28(1), 105-130. doi: 10.1007/s11145-014-9512-5
Reed, D.K., Cummings, K.D., Allen, E.A., Weiser, B.L., Hott, B.L., & Smolkowski, K. (2014). Synthesis of research symposium at CLD’s 35th international conference on learning disabilities: Must reads for 2013. LD Quarterly, 37, 230-240. doi: 10.1177/0731948714523435
Smith, J.L., Cummings, K.D., Nese, J.F.T., Alonzo, J., Fien, F., & Baker, S.K. (2014). The relation of word reading fluency initial level and gains with reading outcomes. School Psychology Review, 43(1), 30-40. Retrieved from http://www.nasponline.org/publications/spr/index.aspx?vol=43&issue=1
Reed, D.K., Cummings, K.D., Schaper, A.*, & Biancarosa, G. (2014). Assessment fidelity in reading intervention research: A synthesis of the literature. Review of Education Research, 84(2), 275-321. doi: 10.3102/0034654314522131
Reed, D.K., Weiser, B., Cummings, K.D., & Shapiro, E. (2013). Synthesis of research symposium at CLD’s 34th international conference on learning disabilities: Must reads for 2012. LD Quarterly, 36(4), 195-202. doi:10.1177/0731948713480788
Nese, J.F.T., Biancarosa, G., Cummings, K.D., Kennedy, P.C.*, Alonzo, J., & Tindal, G. (2013). In search of average growth: Describing within-year oral reading fluency growth across Grades 1 – 8. Journal of School Psychology, 51(5), 625-642. doi: http://dx.doi.org/10.1016/j.jsp.2013.05.006
Petscher, Y., Cummings, K.D., Biancarosa, G., & Fien, F. (2013). Advanced (measurement) applications of curriculum-based measurement in reading. Assessment for Effective Intervention, 38(2) 71-75. doi: 10.1177/1534508412461434
Cummings, K.D., Park, Y., & Bauer Schaper, H.A. (2013). Form effects on DIBELS Next oral reading fluency progress monitoring passages [Special issue]. Assessment for Effective Intervention, 38(2), 91-104. doi: 10.1177/1534508412447010
Atkins, T.A., & Cummings, K.D. (2011). Utility of oral reading and retell fluency in predicting proficiency on the Montana comprehensive assessment system. Rural Special Education Quarterly, 30(2), 3-12. Retrieved from http://bit.ly/1jo1Vpv
Cummings, K.D., Dewey, B., Latimer, R., & Good, R.H. (2011). Pathways to word reading and decoding: The roles of automaticity and accuracy. School Psychology Review, 40(2), 284-295. Retrieved from http://www.nasponline.org/publications/spr/index.aspx?vol=40&issue=2
Cummings, K.D., Kaminski, R.A., Good, R.H., & O'Neil, M.* (2010). Assessing phonemic awareness in preschool and kindergarten: development and initial validation of first sound fluency. Assessment for Effective Intervention, 36(2), 94-106. doi: 10.1177/1534508410392209
Cummings, K.D., Atkins, T.A., Allison, R., & Cole, C. (2008). Response to intervention: Investigating the new role of special educators. Teaching Exceptional Children, 40(4), 24-31. Retrieved from http://bit.ly/TBvmhd
Cummings, K.D., Kaminski, R.A., & Merrell, K.W. (2008). Advances in the assessment of social competence: Findings from a preliminary investigation of a general outcome measure (GOM) for social behavior. Psychology in the Schools, 45(10), 930-946. doi: 10.1002/pits.20343
Edited Publications
Journal Special Issues
Cummings, K.D., & Biancarosa, G. (2015). Special issue: New metrics, measures, and uses for fluency data. Reading and Writing: An Interdisciplinary Journal, 28(1).
Petscher, Y., Cummings, K.D., Biancarosa, G., & Fien, F. (2013). Special series: Measurement issues in the assessment of reading fluency. Assessment for Effective Intervention, 38(2).
Edited Books
Cummings, K.D. & Petscher, Y. (Eds.). (2016). The Fluency Construct: Curriculum-Based Measurement Concepts and Applications. New York: Springer. doi: 10.1007/978-1-4939-2803-3