David J. Francis spends much of his time researching Developmental psychology, Reading, Cognition, Learning disability and Intelligence quotient. His work deals with themes such as Spelling, Phonological awareness and Dyslexia, Reading disability, which intersect with Developmental psychology. His study in Reading is interdisciplinary in nature, drawing from both Teaching method, Phonology and Primary education.
David J. Francis has included themes like Research design, Cognitive psychology, Aptitude and Conceptualization in his Cognition study. His Learning disability study deals with Psychometrics intersecting with Reliability, Evidence-based medicine, Affect and Wechsler Adult Intelligence Scale. His studies deal with areas such as Attention deficit hyperactivity disorder, Test, Neuropsychology and Child development as well as Intelligence quotient.
David J. Francis mainly investigates Developmental psychology, Reading, Mathematics education, Reading comprehension and Cognitive psychology. His Developmental psychology research integrates issues from Cognition, Intelligence quotient, Dyslexia and Phonological awareness. His Reading study integrates concerns from other disciplines, such as Intervention, Spelling, Primary education and Fluency.
His Mathematics education research includes themes of Neuroscience of multilingualism and Literacy. His Reading comprehension research incorporates elements of Sentence, Vocabulary and Comprehension. David J. Francis has researched Cognitive psychology in several fields, including Test and Social psychology.
David J. Francis mostly deals with Reading, Reading comprehension, Developmental psychology, Mathematics education and Cognitive psychology. The subject of his Reading research is within the realm of Linguistics. His Reading comprehension study combines topics in areas such as Comprehension, Intervention, Inference, Sentence and Vocabulary.
The Developmental psychology study combines topics in areas such as Language acquisition, Verbal learning, Intelligence quotient and Set. Within one scientific family, David J. Francis focuses on topics pertaining to Neuroscience of multilingualism under Mathematics education, and may sometimes address concerns connected to Phonological awareness, Spanish speaking and Language development. His research on Cognitive psychology also deals with topics like
His main research concerns Reading comprehension, Reading, Developmental psychology, Cognitive psychology and Cognition. His research investigates the connection between Reading comprehension and topics such as Comprehension that intersect with problems in Short-term memory, Working memory and Multilevel model. His research in Reading intersects with topics in Grade level, Sentence, Factor structure, Vocabulary and Fluency.
His Developmental psychology research is mostly focused on the topic Language development. The concepts of his Cognition study are interwoven with issues in Intervention, Response to intervention, Psychometrics, Randomized controlled trial and Concordance. In his work, Clinical psychology is strongly intertwined with Learning disability, which is a subfield of Concordance.
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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.
Journal of Educational Psychology (1998)
Developmental Lag versus Deficit Models of Reading Disability: A Longitudinal, Individual Growth Curves Analysis.
David J. Francis;Sally E. Shaywitz;Karla K. Stuebing;Bennett A. Shaywitz.
Journal of Educational Psychology (1996)
Cognitive profiles of reading disability: Comparisons of discrepancy and low achievement definitions.
Jack M. Fletcher;Sally E. Shaywitz;Donald P. Shankweiler;Leonard Katz.
Journal of Educational Psychology (1994)
Kindergarten Prediction of Reading Skills: A Longitudinal Comparative Analysis
Christopher Schatschneider;Jack M. Fletcher;David J. Francis;Coleen D. Carlson.
Journal of Educational Psychology (2004)
Development of Phonological Awareness
Jason L. Anthony;David J. Francis.
Current Directions in Psychological Science (2005)
Why IQ is not a covariate in cognitive studies of neurodevelopmental disorders
Maureen Dennis;David J. Francis;Paul T. Cirino;Russell Schachar.
Journal of The International Neuropsychological Society (2009)
Persistence of dyslexia: the Connecticut Longitudinal Study at adolescence.
Sally E. Shaywitz;Jack M. Fletcher;John M. Holahan;Abigail E. Shneider.
Subtypes of reading disability: Variability around a phonological core.
Robin D. Morris;Karla K. Stuebing;Jack M. Fletcher;Sally E. Shaywitz.
Journal of Educational Psychology (1998)
Speed of Processing, Working Memory, and Language Impairment in Children
Laurence B. Leonard;Susan Ellis Weismer;Carol A. Miller;David J. Francis.
Journal of Speech Language and Hearing Research (2007)
The effects of theoretically different instruction and student characteristics on the skills of struggling readers
Patricia G. Mathes;Carolyn A. Denton;Jack M. Fletcher;Jason L. Anthony.
Reading Research Quarterly (2005)
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