| Assessment: In Special and Inclusive Education J Salvia, J Ysseldyke, S Witmer | 1426 | 2016 |
| Five of the most frequently allowed testing accommodations in state policy: Synthesis of research SE Bolt, ML Thurlow Remedial and special education 25 (3), 141-152, 2004 | 230* | 2004 |
| Students’ perceptions of accommodations in high school and college SE Bolt, DM Decker, M Lloyd, L Morlock Career Development for Exceptional Individuals 34 (3), 165-175, 2011 | 129 | 2011 |
| Empirical Support for Accommodations Most Often Allowed in State Policy. Synthesis Report. M Thurlow, S Bolt National Center on Educational Outcomes, Univ. of Minnesota, 350 Elliott …, 2001 | 103* | 2001 |
| High-stakes accountability: Student anxiety and large-scale testing NP von der Embse, SE Witmer Journal of Applied School Psychology 30 (2), 132-156, 2014 | 85 | 2014 |
| English language learners and reading instruction: A review of the literature E Snyder, SE Witmer, H Schmitt Preventing School Failure: Alternative Education for Children and Youth 61 …, 2017 | 75 | 2017 |
| Comparing DIF across math and reading/language arts tests for students receiving a read-aloud accommodation SE Bolt, JE Ysseldyke Applied Measurement in Education 19 (4), 329-355, 2006 | 65 | 2006 |
| Item-level effects of the read-aloud accommodation for students with reading disabilities SE Bolt, ML Thurlow Assessment for effective Intervention 33 (1), 15-28, 2007 | 56 | 2007 |
| Inclusive assessment and accountability: A guide to accommodations for students with diverse needs S Bolt, AT Roach, RF Quenemoen (No Title), 2009 | 55 | 2009 |
| Challenges and opportunities for promoting student achievement through large-scale assessment results: Research, reflections, and future directions DM Decker, SE Bolt Assessment for Effective Intervention 34 (1), 43-51, 2008 | 54 | 2008 |
| Examining the role of time and language type in reading development for English language learners J Betts, S Bolt, D Decker, P Muyskens, D Marston Journal of School Psychology 47 (3), 143-166, 2009 | 53 | 2009 |
| Exploring predictors of postsecondary outcomes for students with autism spectrum disorder A Nasamran, SE Witmer, JE Los Education and Training in Autism and Developmental Disabilities 52 (4), 343-356, 2017 | 50 | 2017 |
| Alignment of instruction, expectations, and accountability testing for students with autism spectrum disorder SE Witmer, SJ Ferreri Focus on Autism and Other Developmental Disabilities 29 (3), 131-144, 2014 | 45 | 2014 |
| Accommodating students with disabilities in large-scale testing: A comparison of differential item functioning (DIF) identified across disability types SE Bolt, J Ysseldyke Journal of Psychoeducational Assessment 26 (2), 121-138, 2008 | 45 | 2008 |
| Teachers’ attitudes about using curriculum-based measurement in reading (CBM-R) for universal screening and progress monitoring SS Rowe, S Witmer, E Cook, K Dacruz Journal of Applied School Psychology 30 (4), 305-337, 2014 | 32 | 2014 |
| Prevalence of accommodations for students with disabilities participating in a statewide testing program J Bielinski, JE Ysseldyke, S Bolt, M Friedebach, J Friedebach Assessment for Effective Intervention 26 (2), 21-28, 2001 | 30 | 2001 |
| Using DIF analyses to examine several commonly-held beliefs about testing accommodations for students with disabilities SE Bolt annual meeting of the National Council on Measurement in Education, San …, 2004 | 28 | 2004 |
| Students with intellectual disability: Predictors of accountability test participation C Chamberlain, S Witmer Education and Training in Autism and Developmental Disabilities 52 (1), 38-50, 2017 | 25 | 2017 |
| Are we there yet? Accountability for the performance of students with disabilities S Bolt, J Krentz, M Thurlow Tech. Rep, 2002 | 25* | 2002 |
| On the road to accountability: Reporting outcomes for students with disabilities J Bielinski, M Thurlow, S Callender, S Bolt Technical Rep 32, 2001 | 23 | 2001 |
