Structured Abstract
Research design and methods
A randomized study of 255 Texas elementary schools is planned for years 2 to 4 with 2115 teachers and 46,530 children in grades K–2. Sustainability of results will be examined in years 3 and 4, with data analysis and report writing in year 5. The randomized study examines effects of administration format (paper, paper+desktop, handheld+desktop) and intervention support (teacher alone, website mentor, and onsite mentor). Rural schools in each service center area and urban schools in three large cities in Texas will be randomly selected and randomly assigned to one of the nine cells resulting from this matrix. Onsite mentors are local master teachers who work with classroom teachers in translating assessment data to instruction. This contrasts with web-based mentoring that provides score interpretation and interventions electronically. Direct observation of a random selection of classrooms at each grade level are conducted and teachers complete surveys and instructional plans, depending on condition. Outcome measures are TPRI and Tejas Lee scores at the end of grades K-2 and grade 3 scores on the state's accountability test.
People and institutions involved
IES program contact(s)
Products and publications
ERIC Citations: Find available citations in ERIC for this award here and here.
Select Publications:
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.
Additional project information
Previous award details:
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
