Barbara R. Foorman
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View article: Persistence and Fade-Out of Educational-Intervention Effects: Mechanisms and Potential Solutions
Persistence and Fade-Out of Educational-Intervention Effects: Mechanisms and Potential Solutions Open
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 t…
View article: How the Science of Reading Informs 21st‐Century Education
How the Science of Reading Informs 21st‐Century Education Open
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 evidenc…
View article: Early Detection of Dyslexia Risk: Development of Brief, Teacher-Administered Screens
Early Detection of Dyslexia Risk: Development of Brief, Teacher-Administered Screens Open
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…
View article: Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding
Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding Open
The Simple View of Reading is a popular model of reading that claims that reading is the product of decoding and language, with each component uniquely predicting reading comprehension. Although researchers have argued whether the sum rath…
View article: The contribution of vocabulary knowledge and spelling to the reading comprehension of adolescents who are and are not English language learners
The contribution of vocabulary knowledge and spelling to the reading comprehension of adolescents who are and are not English language learners Open
View article: Examining the underlying dimensions of morphological awareness and vocabulary knowledge
Examining the underlying dimensions of morphological awareness and vocabulary knowledge Open
View article: Examining general and specific factors in the dimensionality of oral language and reading in 4th–10th grades.
Examining general and specific factors in the dimensionality of oral language and reading in 4th–10th grades. Open
The objective of this study was to explore dimensions of oral language and reading and their influence on reading comprehension in a relatively understudied population-adolescent readers in 4th through 10th grades. The current study employ…
View article: The structure of oral language and reading and their relation to comprehension in Kindergarten through Grade 2
The structure of oral language and reading and their relation to comprehension in Kindergarten through Grade 2 Open