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Stanley L. Deno, Ph.D.

University of Minnesota
Department of Educational Psychology
 
Office: 254 Burton Hall
178 Pillsbury Drive SE
Minneapolis, MN  55455

Tel. 612-624-7090
E-mail: denox001@umn.edu

 
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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