Papers by Barbara Foorman
Florida Center for Reading Research, Nov 29, 2016
A top education priority in the United States is to address the needs of one of the fastest growi... more A top education priority in the United States is to address the needs of one of the fastest growing yet lowest performing student populations—English learner students (Capps et al., 2005). English learner students come from homes where a non-English language is spoken and need additional academ ic support to access the mainstream curriculum. These students account for about 10 percent of the preK–12 student population in the United States (Aud et al., 2013). Spanish-speaking students account for 80 percent of the English learner student population in the United States and, because they live disproportionately in poverty and attend schools with higher percentages of racial/ethnic minority stu dents, students from low-income households, and students with low achievement, Spanish-speaking stu dents are at greater risk of low achievement than other English learner students (Capps et al., 2005).
Community Literacy Journal, 2008
Journal of Visualized Experiments, 2018
Reading Research Quarterly, 2020
ABSTRACTThe science of reading should be informed by an evolving evidence base built on the scien... more ABSTRACTThe science of reading should be informed by an evolving evidence base built on the scientific method. Decades of basic research and randomized controlled trials of interventions and instructional routines have formed a substantial evidence base to guide best practices in reading instruction, reading intervention, and the early identification of at‐risk readers. The recent resurfacing of questions about what constitutes the science of reading is leading to misinformation in the public space that may be viewed by educational stakeholders as merely differences of opinion among scientists. The authors’ goals in this article were to revisit the science of reading through an epistemological lens to clarify what constitutes evidence in the science of reading, and to offer a critical evaluation of the evidence provided by the science of reading. To this end, the authors summarize those things that they believe have compelling evidence, promising evidence, or a lack of compelling ev...
New Directions for Child and Adolescent Development, 2016
New directions for child and adolescent development, 2016
The objective of this article is to describe seven elements important to successful implementatio... more The objective of this article is to describe seven elements important to successful implementation of early literacy intervention. The seven elements are drawn from research as well as from the authors' recent randomized controlled trial of effective early literacy interventions in kindergarten through second grade in 55 schools across Florida. The seven elements are (a) the importance of researcher-practitioner partnerships; (b) determining the need for early intervention; (c) assessment selection and data use; (d) evaluating curriculum and instructional materials for use in early intervention; (e) scheduling time for intervention; (f) selecting, training, and supporting interventionists; and (g) locating space and maintaining open communications among interventionists, teachers, and parents. Finally, school leaders must provide early intervention with sufficient intensity and duration to accelerate students' catch-up growth in order to meet grade-level proficiency benchmarks.
Reading and Writing, 2015
Reading and Writing, 2013
Scientific Studies of Reading, 2004
Page 1. Variability in Text Features in Six Grade 1 Basal Reading Programs Barbara R. Foorman Uni... more Page 1. Variability in Text Features in Six Grade 1 Basal Reading Programs Barbara R. Foorman University of Texas–Houston Health Science Center David J. Francis and Kevin C. Davidson Texas Institute for Measurement, Evaluation, and Statistics, University of Houston ...
Scientific Studies of Reading, 1997
We examined the effectiveness of 3 different reading interventions in second and third graders wi... more We examined the effectiveness of 3 different reading interventions in second and third graders with identified reading disabilities. Fourteen special education teachers taught 114 second and third graders either synthetic phonics, analytic phonics, or sight-word programs in the resource room 60 min a day for 1 school year. Growth in phonological and orthographic processing and word reading was compared for the 3 interventions. Facilitative effects of synthetic phonics were reduced when demo-graphic and Verbal IQ covariates ...
Reading and Writing, 2006
Abstract. From a larger longitudinal study of 610 fourth graders in 17 inner city schools, 40 stu... more Abstract. From a larger longitudinal study of 610 fourth graders in 17 inner city schools, 40 students were randomly selected from 10 classrooms rated high (ie, top quartile) or low (ie, bottom quartile) in quality of writing instruction in grades 3 and 4. The written compositions of ...
Reading and Writing, 2010
Oxford Review of Education, 1984
As Margaret Boden (1979) suggests, Jean Piaget has only received respectful critical attention fr... more As Margaret Boden (1979) suggests, Jean Piaget has only received respectful critical attention from American experimental psychologists within the last two decades, and perhaps only then because of the rise of mentalism and cognitive science, and the decline of behaviourism ( ...
Journal of Experimental Child Psychology, 2002
Journal of Educational Psychology, 2010
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Papers by Barbara Foorman