Christine Espin
Professor of Learning Problems and Specialised Interventions in Education
- Name
- Prof.dr. C.A. Espin
- Telephone
- +31 71 527 6630
- espinca@fsw.leidenuniv.nl
- ORCID iD
- 0000-0003-0407-5897
Christine Espin is a Professor at Leiden University in the department of Education and Child Studies, Special Education and chair of the group Children with Learning and Behavior Problems in Education. She got her PhD at the University of Minnesota in 1990. Before that time she was a special education teacher for students with learning disabilities at the secondary-school level. Dr. Espin joined the faculty at Leiden University in 2008. Prior her appointment at Leiden, she was a Professor at the University of Minnesota in the department of Educational Psychology / Special Education.
Christine Espin’s research focuses on the development of a continuous progress-monitoring system for students with learning disabilities, and on teachers’ use of progress data to improve instruction for these students. This progress-monitoring system is called Curriculum-Based Measurement (CBM), or, in Dutch, Continue Voortgangsmonitoring (CVM). She also conducts research on developing reading comprehension interventions for struggling readers, and on methods for improving instruction for university students with disabilities.
Professor of Learning Problems and Specialised Interventions in Education
- Faculteit der Sociale Wetenschappen
- Instituut Pedagogische Wetenschappen
- Leer/Gedragsproblemen in het onderwijs
- Espin C.A., Swart E.K., Helder A., Veerbeek J., Broek P. van den, Dijken M.J. van & Koornneef A.W. (2024), Scores from CBM maze: do they reflect text-level comprehension?. 31th annual meeting of the Society for the Scientific Study of Reading 10 July 2024 - 13 July 2024.
- Veerbeek J., Helder A., van Dijken M. & Espin C.A. (2023), Obtaining digital process data from a computerized CBM maze task. Pacific Coast Research Conference 1 February 2023 - 3 February 2023.
- Stewart J, Espin C.A., Toste J., Lembke E. & Al Otaiba S. (2022), Understanding and improving teachers’ data-based decision making in DBI. .
- Veerbeek J., Helder A. & Espin C.A. (2022), Using digital process data from a computerized CBM maze reading task. EARLI SIG 27 30 August 2022 - 1 September 2022.
- Swart E.K., Helder A. & Espin C.A. (2022), Wat we nog niet weten: leesonderzoek in heden en toekomst. In: Dijk Y. van, Klaver M-J., Stronks E. & Hamel M. (Eds.), Omdat lezen loont: op naar effectief leesonderwijs in Nederland: Uitgeverij Pica. 178-189.
- Bosch R.M. van den, EspinC.A., Sikkema-de Jong M.T., Chung S., Boender P.D.M. & Saab N. (2022), Teachers’ visual inspection of curriculum-based measurement progress graphs: an exploratory, descriptive eye-tracking study, Frontiers in Education 7: .
- Toste J.R., Filderman M.J. & Espin C.A. (2022), Data Teams in Teacher Preparation: Improving Data-Based Instruction in Reading, Intervention in School and Clinic : .
- Espin C.A. (2022), Data gebruik in het onderwijs: waarom is het zo moeilijk?. [other].
- Espin C. & Veerbeek J. (2022), Teachers’ data-based decision-making in education: Monitoring a student’s learning journey and improving the chances of success. Part of panel: Educational research to improve education as a driving force for empowerment, inclusion, and equality. ESOF: Euroscience Open Forum.
- Toste. J., Espin C. & Furjanic D. (2022), Graph reading skills: a systematic review of how individuals interpret academic progress graphs. Pacific Coast Research Conference.
- Hoefnagel L.H., Espin C. A. & Rippe R.C.A. (2021), CBM language measures as indicators of foreign-language learning: technical adequacy of scores for secondary-school students, Journal of the International Academy for Research in Learning Disabilities 5(1): 42-57.
- Espin C.A. & Veerbeek J (2021), Do CBM maze scores reflect reading comprehension: scrambled maze studies .
- Espin C.A., Förster N. & Mol S.E. (2021), International perspectives on understanding and improving teachers’ data-based instruction and decision making: introduction to the special series, Journal of Learning Disabilities 54(4): 239-242.
- Espin C.A., Bosch R.M. van den, Liende M. van der, Rippe R.C.A., Beutick M., Langa A. & Mol S.E (2021), A systematic review of CBM professional development materials: are teachers receiving sufficient instruction in data-based decision-making?, Journal of Learning Disabilities 54(4): 256-268.
- Espin C.A. & Toste J.R. (2021), Use of progress-monitoring data to improve instruction: why is it so difficult?. Council for Exceptional Children (CEC), March 2021 8 March 2021 - 13 March 2021.
- Espin C.A., Liende M. van der, Van den Bosch R.M., Rippe R.C.A., Beutick M., Langa A. & Mol S.E. (2021), CBM professional development: are teachers getting enough instruction on Data-Based Decision Making? . .
- Broek P.W. van den, Helder A., Espin C.A. & Liende M. van der (2021), Sturen op begrip: effectief leesonderwijs in Nederland: rapportage aan de Vaste 2e Kamer commissie voor OCW. Leiden: Universiteit Leiden, Instituut Pedagogische Wetenschappen.
- Espin C.A., Förster N. & Mol S.E. (2021), International perspectives on understanding and improving teachers’ data-based instruction and decision making: introduction to the special series, Journal of Learning Disabilities 54(4): 239-242.
- Espin C.A., Swart E.K., Helder A. & Koornneef A.W. (2020), Do CBM maze scores reflect reading comprehension?: Inconsistency effects during completion of a CBM maze task. .
- Helder A., Swart E.K., Espin C.A., Koornneef A.W. & Van den Broek P.W. (2019), Coherence monitoring while completing reading maze task. 26th annual meeting of the Society for the Scientific Study of Reading, Toronto. 17 July 2019 - 20 July 2019. [conference poster].
- Espin C.A., Chung S., Foegen A. & Campbell H. (2019), Curriculum-Based Measurement for secondary-school students. In: Kennedy M. & Pullen P. (Eds.), Handbook of Response to Intervention and Multi-tiered Instruction. New York: Taylor & Francis Ltd.
- Bosch R.M. van den, Espin C.A., Pat-El R.J. & Saab N. (2019), Improving teachers' comprehension of Curriculum-Based Measurement progress-monitoring graphs, Journal of Learning Disabilities 52(5): 413-427.
- Espin C.A. (2019), Data-based instruction: Improving instructional decision-making within Curriculum-Based Measurement. Invited presentation University of Texas, Austin. Invited presentation University of Texas 31 October 2019 - 31 October 2019.
- Guda M.C., Espin C.A. & Mol S.E. (2019), Make the connection: A reading comprehension intervention for middle-school students. 1st SRLD Conference, Padua. 1st SRLD Conference 7 June 2019 - 8 June 2019.
- Feijt A.A., Mol S.E., Espin C.A., d'Ambrosio A. & Heiser W.J. (2019), Instructional factors that influence learning from university lectures: Opinions of students with and without disabilities. 1st SRLD Conference, Padua. 1st SRLD Conference 7 June 2019 - 8 June 2019.
- Espin C.A., Bosch R.M. van den, Saab N., Chung S., Rippe R.C.A., Pat-El R., Beutick M. & Langa A. (2019), Data-based decision-making for students with learning problems: Why is it so difficult?. Vlaams-Nederlandse Interacademiale Leerproblemen 24 May 2019 - 24 May 2019.
- Espin C.A., Beutick M., Van den Bosch R., Langa A. & Rippe R. (2019), Teachers' difficulty in using CBM data for decision-making: Are they failing or are we? 27th Annual Pacific Coast Research Conference, San Diego. 27th Annual Pacific Coast Research Conference (PCRC) 21 February 2019 - 23 February 2019.
- Mol S.E. & Espin C.A. (2019), Reading attitude and text difficulty affect gains from 1:1 reading instruction in primary school. 18th Biennial EARLI Conference, Aachen. 18th Biennial EARLI Conference 12 August 2019 - 16 August 2019.
- Mol S.E. & Espin C.A. (2019), Reading gains and social validity of personalized book reading intervention in secondary school. 18th Biennial EARLI Conference, Aachen. 18th Biennial EARLI Conference 12 August 2019 - 16 August 2019.
- Helder A., Espin C.A., Swart E.K., Van den Broek P.W. & Koornneef A.W. (2019), CBM maze tasks: Do they reflect comprehension? Annual meeting of the Society for the Scientific Study of Reading, Toronto. Annual meeting of the Society for the Scientific Study of Reading 17 July 2019 - 20 July 2019.
- Espin C. & Mol S. (2019), Data-gestuurde instructie . [other].
- Chung S., Espin C.A. & Stevenson C.E. (2018), CBM maze-scores as indicators of reading level and growth for seventh-grade students, Reading & Writing 31(3): 627-648.
- Espin C.A., Saab N., Pat-El R., Boender P.D.M. & Veen J. van der (2018), Curriculum-Based Measurement progress data: Effects of graph pattern on ease of interpretation, Zeitschrift für Erziehungswissenschaft 21(4): 767-792.
- Guda M.C., Espin C.A. & Mol S.E. (2018), Making connections: improving reading comprehension skills via a computerized questioning intervention. 28th Annual Meeting of the Society for Text and Discourse 17 July 2018 - 19 July 2018. Brighton: Society for Text and Discourse.
- Espin C., Van den Bosch R. & Chung S. (2018), Data-based decision making: Improving teachers' understanding and interpretation of progress. Lorentz International Workshop, Data-based Decision-making in Education: The Data Are There... Why Aren’t They Used? 11 June 2018 - 14 June 2018. Leiden: Lorentz International Workshop, Data-based Decision-making in Education: The Data Are There... Why Aren’t They Used?.
- Espin C. (2018), High-quality research: the role of researchers' decision making. Pacific Coast Research Conference 1 February 2018 - 3 February 2018. San Diego: Pacific Coast Research Conference.
- Espin C.A. (2017), A problem-solving approach to the learning and behavior problems of children and adolescents: use of CBM formative assessment. (Invited keynote address).
- McMaster K.L., Shin J., Espin C.A., Jung P., Wayman M.M. & Deno S.L. (2017), Monitoring elementary students’ writing progress using Curriculum-Based Measures: Grade and gender differences, Reading & Writing 30(9): 2069-2091.
- Espin C.A., Miura Wayman M., Deno S.L., McMaster K.L. & De Rooij M. (2017), Data-based decision-making: Developing a method for capturing teachers’ understanding of CBM graphs, Learning Disabilities Research and Practice 32(1): 8-21.
- Bosch R.M. van den, Espin C.A., Chung S. & Saab N. (2017), Data-based decision making: Teachers’ comprehension of Curriculum-Based Measurement progress-monitoring graphs, Learning Disabilities Research and Practice 32(1): 46-60.
- Wagner D.L., Hammerschmidt-Snidarich S.M., Espin C.A., Seifert K. & McMaster K.L. (2017), Pre-service teachers’ interpretation of CBM progress monitoring data, Learning Disabilities Research and Practice 32(1): 22-31.
- Conoyer S.J., Lembke E.S., Hosp J.L., Espin C.A., Hosp M.K. & Poch A.L. (2017), Getting more from your maze: Examining differences in distractors, Reading and Writing Quarterly 33(2): 141-154.
- Espin C.A., Chung S., Foegen A. & Campbell H. (2017), Curriculum-Based Measurement for secondary-school students. In: Pullen P.C. & Kennedy M.J. (Eds.), Handbook of Response to Intervention and Multi-Tiered Instruction. New York, Verenigde Staten: Routledge.
- McMaster K.L. & Espin C.A. (2017), Reading comprehension instruction and intervention: Promoting inference making. In: Cain K., Compton D.L. & Parrila R.K. (Eds.), Theories of Reading Development. Amsterdam, The Netherlands: John Benjamins. 463-488.
- McMaster K.L. & Espin C.A. (2017), Reading comprehension instruction and intervention: Promoting inference making. In: Cain K., Compton D.L. & Parrila R.K. (Eds.), Theories of Reading Development.: John Benjamins Publishing Company. 463-488.
- Van den Broek P.W., Espin C.A., McMaster K. & Helder A. (2017), Developing reading comprehension interventions. In: Segers E. & Broek P.W. van den (Eds.), Developmental Perspective in Written Language and Literacy: John Benjamins Publishing Company. 85-102.
- Van den Broek P.W., Espin C.A., McMaster K. & Helder A. (2017), Developing reading comprehension interventions. In: Segers E. & Broek P.W. van den (Eds.), Developmental perspectives in written language and literacy: John Benjamins Publishing Company. 85-102.
- Bosch R.M. van den, Espin C.A. & Saab N. (2017), Improving teachers' use of CBM progress data for decision-making. Council for exceptional children 19 April 2017 - 22 April 2017.
- Espin C.A., Bosch R.M. van den & Saab N. (2017), Improving teachers' understanding and interpretation of Curriculum-Based Measurement progress data. Pacific Coast Research Conference 2 February 2017 - 4 February 2017.
- Espin C.A. & Deno S.L. (2016), Conclusion: Oral reading fluency or reading aloud from text: An analysis through a unified view of construct validity. In: Cummings K.D. & Petscher Y. (Eds.), The fluency construct: Curriculum-based measurement concepts and applications. New York: Springer. 365-384.
- Espin C.A., Van den Bosch R.M. & Sikkema-de Jong T.M. (2016), Behandeling van onderwijsleerproblemen: Interventies en voortgangsmonitoring. In: IJzendoorn M.H. van & Rosmalen L. van (Eds.), Pedagogiek in beeld. Een inleiding in de pedagogische studie van opvoeding, onderwijs en hulpverlening. Houten, The Netherlands: Bohn Stafleu van Loghum. 327-338.
- Espin C.A., Van den Broek P.W., McMaster K. & Guda M.C. (2016), Begrijpend lezen: problemen en mogelijke oplossingen.
- Espin C.A., Van den Bosch R.M., Boender P. & Chung S (2016), Teachers’ understanding of CBM progress-monitoring graphs : descriptions and patterns of data inspection.
- Espin C.A. (2016), Tracking the academic health of adolescents with learning disabilities. .
- McMaster K.L., Van den Broek P.W., 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.
- Wagner D.L. & 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 36(7): 545-578.
- Espin C.A., Chung S. & Van den Bosch R.M. (2015), Response-to-Intervention (RTI): Een probleem-oplossende benadering voor leer- en gedragsproblemen in het onderwijs. ORD, Leiden, The Netherlands. [lecture].
- Espin C.A. (2014), What are Goed Righting! (What is good writing?), Literacy Research and Instruction 52(2): 93-95.
- McMaster K.L., Espin C.A. & Van den Broek P. (2014), Making connections: Linking cognitive psychology and intervention research to improve comprehension of struggling readers, Learning Disabilities Research and Practice 29(1): 17-24.
- 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(4): 203-213.
- 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(4): 236-248.
- Campbell H., Espin C.A. & McMaster K. (2013), The technical adequacy of CBM writing measures with English language learners, READING AND WRITING 26(3): 431-452.
- McMaster K.L., Broek P.W. van den, Espin C.A., White M.J., Rapp D.N., Kendeou P., Bohn-Gettler C.M. & Carlson S. (2012), Making the right connections: Differential effects of reading intervention for subgroups of comprehenders, Learning and Individual Differences 22(1): 100-111.
- Broek P.W. van den & Espin C.A. (2012), Connecting Cognitive Theory and Assessment: Measuring Individual Differences in Reading Comprehension, School Psychology Review 41(3): 315-325.
- 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., McMaster K. & Rose S. (2012), Introduction to a measure of success. In: Espin C., McMaster K., Rose S. & Wayman M. (Eds.), A measure of success: The influence of curriculum-based measurement on education. Minneapolis, MN: University of Minnesota Press.
- Espin C.A. & Campbell H. (2012), They're getting older ... but are they getting better? The influence of CBM programming for secondary-school students with learning disabilities. In: Espin C., Rose S. & Wayman M. (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. & Wayman M. (Eds.) (2012), A measure of success: The influence of curriculum-based measurement on education. Minneapolis, MN: University of Minnesota Press.
- 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.
- Espin C.A., Wayman M.M. & Campbell H (2011), Continue voortgangsevalutie (CVE). In: Castelijns J., Segers M. & Struyven K. (Eds.), Evalueren om te leren: toetsen en beoordelen op school. Bussum: Coutinho.
- Broek P.W. van den & Espin C.A. (2010), Improving reading comprehension: Connecting cognitive science and education, Cognitive Critique 2: 1-25.
- De la Paz S., Espin C.A. & McMaster K. (2010), RTI in writing instruction: Implementing evidence-based interventions and evaluating the effects for individual students. In: Glover T.A. & Vaughn S. (Eds.), The promise of response to intervention: Evaluating current science and practice. New York: Guilford Press. 204-238.
- 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.
- Ticha 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.
- Haager D. & Espin C.A. (Eds.) (2009), . Learning Disabilities Research and Practice.
- Espin C.A. (2009), Is my instruction working? Monitoring the progress of students in reading and writing. EARLI 13th Biennial Conference. Amsterdam.
- 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.
- McMaster K., Broek P.W. van den, Rapp D., White M.J., Carlson S., Kendeou P., Espin C.A. & Deno S.L. (2008), Using cognitive science to inform reading comprehension interventions for struggling, average, and good readers. [other].
- Tutor a high school student in English (not paid)