Publication Date
| In 2015 | 0 |
| Since 2014 | 1 |
| Since 2011 (last 5 years) | 2 |
| Since 2006 (last 10 years) | 4 |
| Since 1996 (last 20 years) | 6 |
Descriptor
Author
| Francis, David J. | 6 |
| Fletcher, Jack M. | 3 |
| Foorman, Barbara R. | 2 |
| Anthony, Jason L. | 1 |
| Arrington, C. Nikki | 1 |
| August, Diane | 1 |
| Barnes, Marcia A. | 1 |
| Barth, Amy E. | 1 |
| Branum-Martin, Lee | 1 |
| Carlson, Coleen D. | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 6 |
| Reports - Research | 5 |
| Reports - Evaluative | 1 |
Education Level
| Middle Schools | 2 |
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| Elementary Secondary Education | 1 |
| Grade 1 | 1 |
| Grade 10 | 1 |
| Grade 11 | 1 |
| Grade 12 | 1 |
| Grade 3 | 1 |
| Grade 6 | 1 |
| More ▼ | |
Audience
Showing all 6 results
Direct linkArrington, C. Nikki; Kulesz, Paulina A.; Francis, David J.; Fletcher, Jack M.; Barnes, Marcia A. – Scientific Studies of Reading, 2014
Little is known about how specific components of working memory, namely, attentional processes including response inhibition, sustained attention, and cognitive inhibition, are related to reading decoding and comprehension. The current study evaluated the relations of reading comprehension, decoding, working memory, and attentional control in…
Descriptors: Attention, Short Term Memory, Reading Comprehension, Decoding (Reading)
Denton, Carolyn A.; Barth, Amy E.; Fletcher, Jack M.; Wexler, Jade; Vaughn, Sharon; Cirino, Paul T.; Romain, Melissa; Francis, David J. – Scientific Studies of Reading, 2011
The purpose of this study was to investigate the relations among oral and silent reading fluency and reading comprehension for students in Grades 6 to 8 (n = 1,421) and the use of fluency scores to identify middle school students who are at risk for failure on a high-stakes reading test. Results indicated moderate positive relations between…
Descriptors: Reading Comprehension, Reading Difficulties, Silent Reading, Reading Fluency
Anthony, Jason L.; Solari, Emily J.; Williams, Jeffrey M.; Schoger, Kimberly D.; Zhang, Zhou; Branum-Martin, Lee; Francis, David J. – Scientific Studies of Reading, 2009
Theories concerning the development of phonological awareness place special emphasis on lexical and orthographic knowledge. Given the large degree of variability in preschool classrooms that house Spanish-speaking English language learners (ELL), this study controlled for classroom effects by removing classroom means and covariances based on 158…
Descriptors: Phonology, Vocabulary Development, Prior Learning, Phonological Awareness
Francis, David J.; Snow, Catherine E.; August, Diane; Carlson, Coleen D.; Miller, Jon; Iglesias, Aquiles – Scientific Studies of Reading, 2006
This study compares 2 measures of reading comprehension: (a) the Woodcock-Johnson Passage Comprehension test, a standard in reading research, and (b) the Diagnostic Assessment of Reading Comprehension (DARC), an innovative measure. Data from 192 Grade 3 Spanish-speaking English language learners (ELLs) were used to fit a series of latent variable…
Descriptors: Reading Comprehension, Reading Tests, Grade 3, Test Validity
Foorman, Barbara R.; Francis, David J.; Davidson, Kevin C.; Harm, Michael W.; Griffin, Jennifer – Scientific Studies of Reading, 2004
California and Texas mandate 75% to 80% decodable texts for first-grade reading programs, yet these percentages have no empirical base. This study examines the text selections in 6 first-grade programs from the perspective of lexical, semantic, and syntactic features. The composition of text differed across the 6 programs with respect to length,…
Descriptors: Grade 1, Semantics, Reading Programs, Basal Reading
Peer reviewedFoorman, 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
