Barbara Foorman
Associated IES Content
Grant
Measuring Reading Progress in Struggling Adolescents
Similar to national results on the National Assessment of Educational Progress (NAEP), forty percent of Florida's students in grades 3-12 are not proficient readers on the Florida Comprehensive Assessment Test (FCAT). By Florida law, these non-proficient readers must be provided with intensive reading intervention. In an effort to provide schools with formative assessment to guide instruction, the Florida Department of Education contracted with the Florida Center for Reading Research (FCRR) ...
Federal funding program:
Award number:
R305A100301
Grant
Scaling Up an Assessment-Driven Intervention Using the Internet and Hand-held Computers
In this project, the researchers proposed to scale up quality assessment-driven intervention using the Internet and handheld computers. The assessment instruments that are the focus of this project are the Texas Primary Reading Inventory (TPRI) and the Spanish Tejas Lee. This project team aimed to develop electronic tools for supporting teachers in administering and interpreting the TPRI and Tejas LEE so that they could become expert in linking results to instruction. The system was to enabl...
Federal funding program:
Award number:
R305W020005
Minutes of Meeting: September 6-7, 2005
NBES meeting minutes on September 6-7, 2005
Minutes of Meeting: June 8, 2015
NBES Meeting minutes on June 8, 2015
report
Impact Study
The Impact of Word Knowledge Instruction on Literacy Outcomes in Grade 5
District leaders in a large urban school district in central Florida wanted to examine the efficacy of a new curriculum designed to enhance the word knowledge of grade 5 students so as to improve reading achievement. The new curriculum, called Word Knowledge Instruction (WKI), consists of 15-minute lessons 4 days a week for 20 weeks. The lessons address state standards and cover 20 prefixes and suffixes. Thirty-nine schools participated in the study, with 92 English language arts (ELA) teache...
Apr 06, 2021
resource
Fact Sheet/Infographic/FAQ
A Third-Grade Teacher's Guide to Supporting Family Involvement in Foundational Reading Skills
This Third Grade Teacher's Guide provides information for third grade teachers on how to support families as they practice foundational reading skills at home. It serves as a companion to the What Works Clearinghouse (WWC) practice guide, Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade. Both guides present four research-based recommendations and how-to steps: the WWC guide is for teaching children at school, and this guide is to help teachers support...
Apr 01, 2021
resource
Training Material
A Second Grade Teacher's Guide to Supporting Family Involvement in Foundational Reading Skills
This is a companion to the What Works Clearinghouse (WWC) practice guide, "Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade" (ED566956). This guide is organized according to the four recommendations and how-to steps from the WWC practice guide. The activities follow the typical developmental progression through which students learn to read. While teachers may use the guide sequentially, the activities are designed to be used flexibly. Teachers can sel...
Feb 01, 2021
resource
Other Resource
A First Grade Teacher's Guide to Supporting Family Involvement in Foundational Reading Skills
Learning to read begins at home through everyday parent-child interactions, long before children attend school. Parents' continuing support of literacy development throughout elementary school positively affects their children's reading ability. Many recent efforts to motivate parents to be involved in their child's literacy development involve informing parents about how to incorporate literacy development into daily routines, such as labeling food items at the grocery store or conversing wh...
Jan 01, 2020
report
Descriptive Study
Identifying North Carolina Students at Risk of Scoring below Proficient in Reading at the End of Grade 3
North Carolina policymakers are interested in which screening and monitoring assessment scores in grades K-3 best predict reading proficiency at the end of grade 3 in order to help educators identify at-risk students, place them in interventions, and monitor their progress. Since 2013, the state has routinely administered screening and monitoring assessments, but the percentage of students scoring proficient in reading at the end of grade 3 has remained largely unchanged. This study used long...
Jan 01, 2020
resource
Other Resource
A Kindergarten Teacher's Guide to Supporting Family Involvement in Foundational Reading Skills
This Kindergarten Teacher's Guide provides information for kindergarten teachers on how to support families as they practice foundational reading skills at home. It serves as a companion to the What Works Clearinghouse (WWC) Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade. Both guides present four research-based recommendations and how-to steps: the WWC guide is for teaching children at school, and this guide is to help teachers support families in p...
Jan 01, 2020
resource
Video
Goals, Roles, and Responsibilities of an Implementation Team
Dr. Barbara Foorman, Director of the Regional Educational Laboratory Southeast, explains the goals, roles, and responsibilities of an implementation team.
Apr 18, 2017
resource
Video
Overview of the Self-Study Process, Self-Study Guides, and Using Data
Dr. Barbara Foorman, Director of the Regional Educational Laboratory Southeast, provides an overview of the self-study process, self-study guides, and using data to identify strengths and weaknesses.
Apr 18, 2017
resource
Video
Overview of the WWC, Systematic Review, and Rubric
Dr. Barbara Foorman, Director of the Regional Educational Laboratory Southeast, provides an overview of the What Works Clearinghouse, systematic review, and rubric.
Apr 18, 2017
resource
Video
Overview of Key Concepts of Literacy Assessments
Dr. Barbara Foorman, Director of the Regional Educational Laboratory Southeast, provides an overview of key concepts of literacy assessments.
Apr 18, 2017
resource
Video
Why is Evidence-Based Practice Important?
Dr. Barbara Foorman, Director of the Regional Educational Laboratory Southeast, explains why evidence-based practice is important.
Apr 18, 2017
report
Impact Study
The relative effectiveness of two approaches to early literacy intervention in grades K-2
Understanding written language is crucial to academic success in all content areas. Ensuring a strong foundation in the components of written language--that is, the literacy skills of reading, writing, and oral language--is essential if students are to read with understanding and, thus, is a primary goal of early literacy instruction and of the Regional Educational Laboratory Southeast Improving Literacy Research Alliance. When students fall behind in developing literacy skills, early literac...
Jan 01, 2017
resource
Other Resource
Rubric for Evaluating Reading/Language Arts Instructional Materials for Kindergarten to Grade 5
The implementation of effective instructional materials, such as a core reading program, by a qualified teacher is an important part of improving students' reading achievement. But selecting those instructional materials can be time-consuming. Regional Educational Laboratory (REL) Southeast created this rubric for evaluating reading/language arts instructional materials for kindergarten to grade 5 to help educators assess how consistent instructional materials (including core reading programs...
Jan 01, 2017
resource
Other Resource
Professional learning communities facilitator's guide for the What Works Clearinghouse practice guide: Foundational skills to support reading for understanding in kindergarten through 3rd grade
The Regional Educational Laboratory (REL) Southeast developed a Professional Learning Community (PLC) Facilitators Guide to support educators in the implementation of recommendations from the What Works Clearinghouse's. The practice guide focuses on the foundational reading skills that enable students to read words, relate those words to their oral language, and read connected text with sufficient accuracy and fluency to understand what they read. The practice guide, developed by a panel of e...
Jan 01, 2016
resource
Other Resource
Self-study guide for implementing literacy interventions in Grades 3-8
While literacy interventions can be implemented in any grade, focusing on interventions in grades 3-8 is critical because it is often the best chance for students identified with earlier reading deficiencies to become ready for the literacy demands of postsecondary education and careers. States in both the Regional Educational Laboratory (REL) Southeast region and across the country are implementing large-scale initiatives focused on delivering literacy interventions in grades 3-8. This self-...
Jan 01, 2016
report
Descriptive Study
Self-study guide for implementing high school academic interventions
While academic interventions can be implemented in any grade, focusing on interventions in high school is critical because it is often a student's last chance to become ready for the academic demands of postsecondary education and careers. States across the country are implementing large-scale initiatives focused on delivering academic interventions in the high school grades. This self-study guide provides a template for data collection and guiding questions for discussion that may improve th...
Jan 01, 2016
report
Systematic Literature Review
Summary of 20 years of research on the effectiveness of adolescent literacy programs and practices
The importance of adolescent literacy is well established, and the topic continues to be of both local and national interest. Practitioners need to know not only which programs and practices appear effective, but which have the scientific evidence to support that claim. To identify effective programs and practices for general education students in grades 6-12, this review examined thirty-three studies of adolescent literacy programs and practices published over the past 20 years using What Wo...
Jan 01, 2016
report
Descriptive Study
Using computer-adaptive assessments of literacy to monitor the progress of English learner students
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 academic 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 ...
Jan 01, 2016
resource
Other Resource
Self-study Guide for Implementing Early Literacy Interventions
While literacy interventions can be implemented in any grade, focusing on prevention and intervention in kindergarten through grade 2 is optimal because reading difficulties become expensive and challenging to remediate as students become older. The Individuals with Disabilities Act of 2004 allows districts to do just this, with 15 percent of special education funds permitted to be used for prevention and early intervention. This Self-study Guide for Implementing Early Literacy Interventions ...
Jan 01, 2016
resource
Video
School Leader's Literacy Walkthrough for Kindergarten to Grade 3
The School Leader's Literacy Walkthrough is designed to assist school leaders in observing specific research-based practices during literacy instruction (or students' independent use or application of those practices). This tool is based on rigorous research that indicates the most effective way to teach reading and is aligned to contemporary state standards. This tool is not meant to be used in the evaluation of teachers. Instead, the tool is intended to help school leaders enhance literacy ...
Aug 03, 2015
resource
Other Resource
Summer Reading Camp Self-study Guide
This guide is designed to facilitate self-studies of planning and implementation of state-required summer reading camp programs for grade 3 students who scored at the lowest level on the state reading assessment. It provides a template for data collection and guiding questions for discussion that may improve instruction and increase the number of students meeting the grade-level standard by the end of the summer reading camp. The guide is composed of a scoring guide and consensus rating form....
Jan 01, 2015
report
Descriptive Study
Beating the Odds: Finding Schools Exceeding Achievement Expectations with High-Risk Students
State education leaders are often interested in identifying schools that have demonstrated success with improving the literacy of students who are at the highest level of risk for reading difficulties. The identification of these schools that are "beating the odds" is typically accomplished by comparing a school's observed performance on a particular exam, such as a state achievement exam, with how the school would be expected to perform when taking into account its demographic characteristic...
Jan 01, 2014
report
Descriptive Study
Using evidence-based decision trees instead of formulas to identify at-risk readers
This study examines whether the classification and regression tree (CART) model improves the early identification of students at risk for reading comprehension difficulties compared with the more difficult to interpret logistic regression model. CART is a type of predictive modeling that relies on nonparametric techniques. It presents results in an easy-to-interpret "tree" format, enabling parents, teachers, principals, and school district leaders to better understand how a student is predict...
Jan 01, 2014
report
Descriptive Study
Testing the Importance of Individual Growth Curves in Predicting Performance on a High-Stakes Reading Comprehension Test in Florida
Districts and schools use progress monitoring to assess student progress, to identify students who fail to respond to intervention, and to further adapt instruction to student needs. Researchers and practitioners often use progress monitoring data to estimate student achievement growth (slope) and evaluate changes in performance over time for individual students and groups of students. Monitoring student progress is central to accountability systems in general and is useful for measuring how ...
Jan 01, 2014
report
Descriptive Study
Evaluating the screening accuracy of the Florida Assessments for Instruction in Reading (FAIR)
Florida requires that students who do not meet grade-level reading proficiency standards on the end-of-year state assessment (Florida Comprehensive Assessment Test, FCAT) receive intensive reading intervention. With the stakes so high, teachers and principals are interested in using screening or diagnostic assessments to identify students with a strong likelihood of failing to meet grade-level proficiency standards on the FCAT. Since 2009 Florida has administered a set of interim assessments ...
Jan 01, 2013
Grant
Assessing Reading for Understanding: A Theory-based, Developmental Approach
This team developed and evaluated a new system of assessments aligned with current theoretical constructs and empirical findings pertaining to both reading comprehension and performance moderators; sensitive to changes in development in reading comprehension; emphasize strategic reading processes empirically supported in the literature; provide greater information for guiding instruction (especially for students struggling to reach proficiency); and are comprised of texts and tasks that repr...
Federal funding program:
Award number:
R305F100005
View More