Barbara R Foorman
Dados Biográficos
| ID | 191747 |
|---|---|
| NOME | Barbara R Foorman |
| PRENOMES | Barbara R |
| SOBRENOME | Foorman |
| ASSINATURA | FOORMAN B R |
| AFILIAÇÕES | Florida State University |
| ORCID | 0000-0001-9036-3427 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 11 |
| TOTAL DE CITAÇÕES | 74 |
| TOTAL COMO AUTOR | 11 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1981 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2020 |
| ÍNDICE H | 2 |
Persistence and Fade-Out of Educational-Intervention Effects
Some environmental influences, including intentional interventions, have shown persistent effects on psychological characteristics and other socially important outcomes years and even decades later. At the same time, it is common to find that the effects of life events or interventions diminish and even disappear completely, a phenomenon known as fade-out. We review the evidence for persistence and fade-out, drawing primarily on evidence from edu…
How the Science of Reading Informs 21st‐Century Education
The 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 …
Seven Elements Important to Successful Implementation of Early Literacy Intervention
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 …
Introduction to the Special Issue
This special issue focuses on challenges and solutions to implementing effective reading intervention in schools in the United States. Researchers often develop interventions that prove effective in efficacy studies but then show no impact when implemented at scale in public school settings. The authors of the intervention studies presented here describe a number of common implementation problems stemming from research in primary grades, middle g…
Kindergarten Prediction of Reading Skills
There is considerable focus in public policy on screening children for reading difficulties. Sixty years of research have not resolved questions of what constructs assessed in kindergarten best predict subsequent reading outcomes. This study assessed the relative importance of multiple measures obtained in a kindergarten sample for the prediction of reading outcomes at the end of 1st and 2nd grades. Analyses revealed that measures of phonological…
Measuring teachers’ content knowledge of language and reading
How Psychological Science Informs the Teaching of Reading
This monograph discusses research, theory, and practice relevant to how children learn to read English. After an initial overview of writing systems, the discussion summarizes research from developmental psychology on children's language competency when they enter school and on the nature of early reading development. Subsequent sections review theories of learning to read, the characteristics of children who do not learn to read (i.e., who have …
The role of instruction in learning to read
First and 2nd graders (N = 28?) receiving Title I services received 1 of 3 kinds of classroom reading programs: direct instruction in letter-sound correspondences practiced in decodable text (direct code); less direct instruction in systematic sound-spelling patterns embedded in connected text (embedded code); and implicit instruction in the alphabetic code while reading connected text (implicit code). Children receiving direct code instruction i…
Speech perception and speech production as indicators of reading difficulty
Japanese and American Children's Styles of Processing Figural Matrices
This investigation examined Japanese and American children's styles of processing computerized geometric matrices with a true/false and 1-3 elements and 0-2 transformations. Effectiveness of training in visual animation/construction or in verbal labeling was also considered. Prior to training, the 209 Japanese and American 7-, 10-, and 13-year-olds completed the Raven's Progressive Matrices and tests of perceptual reasoning and spatial relations.…
Language and Cognition
To examine the relationship between language and cognitive performance, 120 kindergarten and second grade children from three different language environments were given a perceptual matching test and a verbal communication test. The three language groups included 40 Mexican Spanish-speaking children from Monterrey, Mexico, and from Houston, Texas, 40 Chicano Spanish-speaking children and 40 English-speaking children. The English-speaking group ha…
Kindergarten Prediction of Reading Skills
There is considerable focus in public policy on screening children for reading difficulties. Sixty years of research have not resolved questions of what constructs assessed in kindergarten best predict subsequent reading outcomes. This study assessed the relative importance of multiple measures obtained in a kindergarten sample for the prediction of reading outcomes at the end of 1st and 2nd grades. Analyses revealed that measures of phonological…
How the Science of Reading Informs 21st‐Century Education
The 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 …
Language and Cognition
To examine the relationship between language and cognitive performance, 120 kindergarten and second grade children from three different language environments were given a perceptual matching test and a verbal communication test. The three language groups included 40 Mexican Spanish-speaking children from Monterrey, Mexico, and from Houston, Texas, 40 Chicano Spanish-speaking children and 40 English-speaking children. The English-speaking group ha…
Japanese and American Children's Styles of Processing Figural Matrices
This investigation examined Japanese and American children's styles of processing computerized geometric matrices with a true/false and 1-3 elements and 0-2 transformations. Effectiveness of training in visual animation/construction or in verbal labeling was also considered. Prior to training, the 209 Japanese and American 7-, 10-, and 13-year-olds completed the Raven's Progressive Matrices and tests of perceptual reasoning and spatial relations.…
Speech perception and speech production as indicators of reading difficulty
The role of instruction in learning to read
First and 2nd graders (N = 28?) receiving Title I services received 1 of 3 kinds of classroom reading programs: direct instruction in letter-sound correspondences practiced in decodable text (direct code); less direct instruction in systematic sound-spelling patterns embedded in connected text (embedded code); and implicit instruction in the alphabetic code while reading connected text (implicit code). Children receiving direct code instruction i…
How Psychological Science Informs the Teaching of Reading
This monograph discusses research, theory, and practice relevant to how children learn to read English. After an initial overview of writing systems, the discussion summarizes research from developmental psychology on children's language competency when they enter school and on the nature of early reading development. Subsequent sections review theories of learning to read, the characteristics of children who do not learn to read (i.e., who have …
Measuring teachers’ content knowledge of language and reading
Kindergarten Prediction of Reading Skills
There is considerable focus in public policy on screening children for reading difficulties. Sixty years of research have not resolved questions of what constructs assessed in kindergarten best predict subsequent reading outcomes. This study assessed the relative importance of multiple measures obtained in a kindergarten sample for the prediction of reading outcomes at the end of 1st and 2nd grades. Analyses revealed that measures of phonological…
Seven Elements Important to Successful Implementation of Early Literacy Intervention
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 …
Introduction to the Special Issue
This special issue focuses on challenges and solutions to implementing effective reading intervention in schools in the United States. Researchers often develop interventions that prove effective in efficacy studies but then show no impact when implemented at scale in public school settings. The authors of the intervention studies presented here describe a number of common implementation problems stemming from research in primary grades, middle g…
Persistence and Fade-Out of Educational-Intervention Effects
Some environmental influences, including intentional interventions, have shown persistent effects on psychological characteristics and other socially important outcomes years and even decades later. At the same time, it is common to find that the effects of life events or interventions diminish and even disappear completely, a phenomenon known as fade-out. We review the evidence for persistence and fade-out, drawing primarily on evidence from edu…
How the Science of Reading Informs 21st‐Century Education
The 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 …
Psychology (10 obras) · Reading and Literacy Development (9 obras) · Linguistics (6 obras) · Mathematics education (6 obras) · Cognitive and developmental aspects of mathematical skills (5 obras) · Cognitive psychology (5 obras) · Pedagogy (5 obras) · Cognition (4 obras) · Computer Science (4 obras) · Language Development and Disorders (3 obras)