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Kern, L., Choutka, C. M., & Sokol, N. G. (2002). Assessment-based antecedent interventions used in natural settings to reduce challenging behavior: An analysis of the literature. Education and Treatment of Children, 25(1), 113-130.

Nelson, T. O., & Leonesio, R. J. (1988). Allocation of self-paced study time and the "labor-in-vain" effect. Journal of Experimental Psychology, 14, 676-686.
Thiede, K. W., & Anderson, M. C. M. (2003). Summarizing can improve metacomprehension accuracy. Contemporary Educational Psychology, 28, 129-160.
Thiede, K. W., Anderson, M. C. M., & Therriault, D. (2003). Accuracy of metacognitive monitoring affects learning of texts. Journal of Educational Psychology, 95, 66-73.

Gansle, K. A., VanDerHeyden, A. M., Noell, G. H., Resetar, J. L., & Williams, K. L. (2006). The technical adequacy of curriculum-based and rating-based measures of written expression for elementary school students. School Psychology Review, 35, 435-450.
Malecki, C. K., & Jewell, J. (2003). Developmental, gender, and practical considerations in scoring curriculum-based measurement writing probes. Psychology in the Schools, 40, 379-390.
McMaster, K., & Espin, C. (2007). Technical features of curriculum-based measurement in writing: A literature review. Journal of Special Education, 41(2), 68-84.
Robinson, L. K., & Howell, K. W. (2008). Best practices in curriculum-based evaluation & written expression. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 439-452). Bethesda, MD: National Association of School Psychologists.
Tadatada, A. (2011). Growth rates of curriculum-based measurement-written expression at the elementary school level. Unpublished master's thesis, Western Kentucky University, Bowling Green.
Wright, J. (1992). Curriculum-based measurement: A manual for teachers. Retrieved September 23, 20011, from http://www.jimwrightonline.com/pdfdocs/cbaManual.pdf