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Fletcher, Jack M.; Francis, David J.; Foorman, Barbara R.; Schatschneider, Christopher – Learning Disability Quarterly, 2021
Many states now mandate early screening for dyslexia, but vary in how they address these mandates. There is confusion about the nature of screening versus diagnostic assessments, risk versus diagnosis, concurrent versus predictive validity, and inattention to indices of classification accuracy as the basis for determining risk. To help define what…
Descriptors: Dyslexia, Disability Identification, Screening Tests, Item Response Theory
Petscher, Yaacov; Cabell, Sonia Q.; Catts, Hugh W.; Compton, Donald L.; Foorman, Barbara R.; Hart, Sara A.; Lonigan, Christopher J.; Phillips, Beth M.; Schatschneider, Christopher; Steacy, Laura M.; Terry, Nicole Patton; Wagner, Richard K. – Reading Research Quarterly, 2020
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…
Descriptors: Reading Research, Evidence Based Practice, Reading Instruction, Best Practices
Foorman, Barbara R.; Schatschneider, Christopher; Eakin, Michelle N.; Fletcher, Jack M.; Moats, Louisa C.; Francis, David J. – Contemporary Educational Psychology, 2006
The objective of this investigation was to examine how instructional practices in 107 first- and second-grade classrooms in 17 high poverty schools moderate the impact on literacy outcomes of literacy-related skills students bring to the classroom. Ratings of teaching effectiveness and time allocation to literacy activities were obtained. Twenty…
Descriptors: Grade 1, Teaching Methods, Time Management, Spelling
Peer reviewed
Foorman, Barbara R.; Francis, David J.; Fletcher, Jack M.; Mehta, Paras; Schatschneider, Christopher – Journal of Educational Psychology, 1998
First and second graders (n=285) received one of three types of classroom reading programs: (1) direct instruction in letter-sound correspondence; (2) less direct instruction in sound-spelling patterns; and (3) implicit instructions in the alphabetic code while reading connected text. Results show advantages of reading programs that emphasize…
Descriptors: Academic Failure, Comparative Analysis, Grade 1, Grade 2
Peer reviewed
Schatschneider, Christopher; Carlson, Coleen D.; Francis, David J.; Foorman, Barbara R.; Fletcher, Jack M. – Journal of Learning Disabilities, 2002
A study involving 1,123 children investigated the relationship between naming speed and phonological awareness skills and the implications for the classification of children at risk of reading disability. Results found a positive correlation between naming speed and phonological awareness and indicate this relationship will affect any comparison…
Descriptors: Classification, Disability Identification, Educational Diagnosis, Elementary Education
Schatschneider, Christopher; Fletcher, Jack M.; Francis, David J.; Carlson, Coleen D.; Foorman, Barbara R. – Journal of Educational Psychology, 2004
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…
Descriptors: Grade 1, Grade 2, Measures (Individuals), Kindergarten
Peer reviewed
Foorman, Barbara R.; Francis, David J.; Winikates, Debbie; Mehta, Paras; Schatschneider, Christopher; Fletcher, Jack M. – Scientific Studies of Reading, 1997
Examines effectiveness of three different reading interventions in reading disabled second and third graders. Compares growth in phonological and orthographic processing and word reading. Finds the most significant mediator of intervention effects was initial differences in phonological and orthographic processing skills. Concludes that synthetic…
Descriptors: Early Intervention, Instructional Effectiveness, Phonics, Primary Education