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Psychology

D-Index
55
Citations
16783
World Ranking
4328
National Ranking
2411

Overview

Barbara R. Foorman is affiliated with Florida State University in the United States. Their research primarily spans the fields of psychology and mathematics, with a particular focus on developmental and educational psychology as well as statistics and probability.

The main topics of their work include:

  • Reading and Literacy Development
  • Cognitive and developmental aspects of mathematical skills
  • Child and Adolescent Psychosocial and Emotional Development
  • Early Childhood Education and Development
  • Youth Development and Social Support
  • Child Development and Digital Technology
  • Hearing Impairment and Communication

Barbara R. Foorman has frequently published in the following venues:

  • Gothic.net
  • Reading Research Quarterly
  • Learning Disability Quarterly
  • Reading and Writing
  • Education and Treatment of Children

Recent papers include:

  • "Persistence and Fade-Out of Educational-Intervention Effects: Mechanisms and Potential Solutions," 2020, Gothic.net
  • "How the Science of Reading Informs 21st-Century Education," 2020, Reading Research Quarterly
  • "Early Detection of Dyslexia Risk: Development of Brief, Teacher-Administered Screens," 2020, Learning Disability Quarterly
  • "How do latent decoding and language predict latent reading comprehension: across two years in grades 5, 7, and 9?," 2020, Reading and Writing
  • "Implementing Evidence-Based Reading Practices in K-3 Classrooms," 2020, Education and Treatment of Children

Frequent coauthors include:

  • Jack Μ. Fletcher
  • David J. Francis
  • Yaacov Petscher
  • Christopher Schatschneider
  • Joshua I. Breier

Best Publications

  • The Role of Instruction in Learning To Read: Preventing Reading Failure in At-Risk Children.

    Barbara R. Foorman;David J. Francis;Jack M. Fletcher;Christopher Schatschneider

  • How Psychological Science Informs the Teaching of Reading

    Keith Rayner;Barbara R. Foorman;Charles A. Perfetti;David Pesetsky

  • Kindergarten Prediction of Reading Skills: A Longitudinal Comparative Analysis

    Christopher Schatschneider;Jack M. Fletcher;David J. Francis;Coleen D. Carlson

  • Critical Elements of Classroom and Small-Group Instruction Promote Reading Success in All Children.

    Barbara R. Foorman;Joseph Torgesen

  • Dyslexia-specific brain activation profile becomes normal following successful remedial training

    P. G. Simos;J. M. Fletcher;E. Bergman;Joshua I Breier

  • Measuring Teachers' Content Knowledge of Language and Reading.

    Louisa C. Moats;Barbara R. Foorman

  • How Letter-Sound Instruction Mediates Progress in First-Grade Reading and Spelling

    Barbara R. Foorman;David J. Francis;Diana M. Novy;Dov Liberman

  • Relationship of Rapid Automatized Naming and Phonological Awareness in Early Reading Development Implications for the Double-Deficit Hypothesis

    Christopher Schatschneider;Coleen D. Carlson;David J. Francis;Barbara R. Foorman

  • Intelligent testing and the discrepancy model for children with learning disabilities.

    Jack M. Fletcher;David J. Francis;Sally E. Shaywitz;G. Reid Lyon

  • The case for early reading intervention.

    Barbara R. Foorman;David J. Francis;Sally E. Shaywitz;Bennett A. Shaywitz

  • The dimensionality of phonological awareness : An application of item response theory

    Christopher Schatschneider;David J. Francis;Barbara R. Foorman;Jack M. Fletcher

  • Modeling the development of written language

    Richard K. Wagner;Cynthia S. Puranik;Barbara Foorman;Elizabeth Foster

  • Brain Mechanisms for Reading Words and Pseudowords: an Integrated Approach

    Panagiotis G. Simos;Joshua I. Breier;Jack M. Fletcher;Barbara R. Foorman

  • The impact of instructional practices in Grades 1 and 2 on reading and spelling achievement in high poverty schools

    Barbara R. Foorman;Christopher Schatschneider;Michelle N. Eakin;Jack M. Fletcher

  • Conditions for Sustaining Research-Based Practices in Early Reading Instruction:

    Barbara R. Foorman;Louisa C. Moats

  • Literacy as a Unidimensional Multilevel Construct: Validation, Sources of Influence, and Implications in a Longitudinal Study in Grades 1 to 4

    Paras D. Mehta;Barbara R. Foorman;Lee Branum-Martin;W. Patrick Taylor

  • Assessment of Reading and Learning Disabilities A Research-Based Intervention-Oriented Approach

    Jack M Fletcher;Jack M Fletcher;Jack M Fletcher;Barbara R Foorman;Barbara R Foorman;Barbara R Foorman;Amy Boudousquie;Amy Boudousquie;Amy Boudousquie;Marcia A Barnes;Marcia A Barnes;Marcia A Barnes

  • Early Interventions for Children with Reading Disabilities.

    Barbara R. Foorman;David J. Francis;Debbie Winikates;Paras Mehta

  • Does Growth Rate in Oral Reading Fluency Matter in Predicting Reading Comprehension Achievement

    Young-Suk Kim;Yaacov Petscher;Christopher Schatschneider;Barbara R. Foorman

  • Brain activation profiles in dyslexic children during non-word reading: a magnetic source imaging study.

    Panagiotis G Simos;Joshua I Breier;Jack M Fletcher;Barbara R Foorman

  • Language and Cognition English- and Spanish-Speaking Children's Performance on Perceptual and Communication Tasks

    Barbara R. Foorman;Beatrlz Arias-Godinez;Juanita Y. Gonzalez

Frequent Co-Authors

David J. Francis
David J. Francis University of Houston
Yaacov Petscher
Yaacov Petscher Florida State University
Christopher Schatschneider
Christopher Schatschneider Florida State University
Jack M. Fletcher
Jack M. Fletcher University of Houston
Panagiotis G. Simos
Panagiotis G. Simos University of Crete
Richard K. Wagner
Richard K. Wagner Florida State University
Carolyn A. Denton
Carolyn A. Denton The University of Texas Health Science Center at Houston
Sally E. Shaywitz
Sally E. Shaywitz Yale University
Stephanie Al Otaiba
Stephanie Al Otaiba Southern Methodist University
Charles A. Perfetti
Charles A. Perfetti University of Pittsburgh

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