Structured Abstract
Research design and methods
People and institutions involved
IES program contact(s)
Products and publications
ERIC Citations: Find available citations in ERIC for this award here and here.
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Book chapters
Foorman, B.R., Carlson, C.D., and Santi, K.L. (2007). Classroom Reading Instruction and Teacher Knowledge in the Primary Grades. In D. Haager, J. Klinger, and S. Vaughn (Eds.), Evidence Based Reading Practices for Response to Intervention(pp. 45-71). Baltimore, MD: Paul H. Brookes.
Foorman, B.R., and Al Otaiba, S. (2009). Reading Remediation: State of the Art. In K. Pugh, and P. Mccardle (Eds.), How Children Learn To Read: Current Issues and New Directions in the Integration of Cognition, Neurobiology and Genetics of Reading and Dyslexia Research and Practice(1st ed., pp. 257-274). New York: Psychology Press.
Journal articles
Foorman, B.R., York, M., Santi, K.L., and Francis, D.J. (2008). Contextual Effects on Predicting Risk for Reading Difficulties in First and Second Grade. Reading and Writing, 21(4): 371-394.
Francis, D.J., Santi, K.L., Fletcher, J.M., Varisco, A., and Foorman, B. (2008). Form Effects on the Estimation of Students' Oral Reading Fluency Using DIBELS. Journal of School Psychology, 46(3): 315-342.
Santi, K.L., York, M., Footman, B.R., and Francis, D.J. (2009). The Timing of Early Reading Assessment in Kindergarten. Learning Disability Quarterly, 32(4): 217-227.
York, M.J., Foorman, B.R., Santi, K.L., and Francis, D.J. (2011). Effects of Technology Enhancements and Type of Teacher Support on Assessing Spanish-Speaking Children's Oral Reading Fluency in Second Grade. Assessment for Effective Intervention, 37(1): 3-16.
** This project was submitted to and funded under the Interagency Education Research Initiative in FY 2002.
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