Siuman Chung
- Name
- Dr. S. Chung
- ORCID iD
- 0000-0003-1737-7544
Short CV
Siuman Chung finished her master Special Education, Clinical Child and Family Studies (Klinische Orthopedagogiek) at the VU University Amsterdam in 2009. In 2010 Siuman started her PhD study at the programme group of Learning and Behaviour Problems in Education: Challenges and Solutions at Leiden University, under supervision of prof. Christine Espin.
Her teaching activities include the supervision of internships for master students Coach for Learning and Development, and the supervision of master theses. For the ISED, Siuman is the PhD candidate representative of Leiden University. She helps organizing the IRD (ISED Research Days), and promotes network opportunities among PhD candidates.
- 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.
- 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.
- 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.
- Chung S. (26 June 2018), CBM progress monitoring in reading and foreign-language learning for secondary-school students (Dissertatie. Education and Child Studies, Social and Behavioural Sciences, Leiden University). Supervisor(s) and Co-supervisor(s): Espin C.A., Stevenson C.E.
- 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?.
- 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.
- 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.
- 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., 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].
- 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.