World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
94
Citations
32443
World Ranking
815
National Ranking
512

Overview

David J. Francis is affiliated with the University of Houston in the United States. Their research primarily spans the field of psychology, with a focus on developmental and educational psychology, cognitive neuroscience, education, statistics and probability, and clinical psychology.

The main topics that David J. Francis investigates include:

  • Reading and Literacy Development
  • Cognitive and developmental aspects of mathematical skills
  • Language Development and Disorders
  • Multilingual Education and Policy
  • Second Language Acquisition and Learning
  • EEG and Brain-Computer Interfaces
  • Neurobiology of Language and Bilingualism

They have contributed frequently to the following publication venues:

  • Chinese/English Journal of Educational Measurement and Evaluation
  • Reading Research Quarterly
  • Annals of Dyslexia
  • Journal of Speech Language and Hearing Research
  • Educational Researcher

Recent papers authored by or associated with David J. Francis's research include:

  • Reading Comprehension and Academic Vocabulary: Exploring Relations of Item Features and Reading Proficiency (2021) published in Reading Research Quarterly
  • Early Detection of Dyslexia Risk: Development of Brief, Teacher-Administered Screens (2020) published in Learning Disability Quarterly
  • The reading profiles of late elementary English learners with and without risk for dyslexia (2022) published in Annals of Dyslexia
  • A sparse representation strategy to eliminate pseudo-HFO events from intracranial EEG for seizure onset zone localization (2022) published in Journal of Neural Engineering
  • The Exceptionality of Twice-Exceptionality: Examining Combined Prevalence of Giftedness and Disability Using Multivariate Statistical Simulation (2023) published in Exceptional Children

David J. Francis collaborates regularly with a number of coauthors, including:

  • Coleen D. Carlson
  • Paulina A. Kulesz
  • Jeremy Miciak
  • Jack Μ. Fletcher
  • Nuri F. Ince

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

  • 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

  • Kindergarten Prediction of Reading Skills: A Longitudinal Comparative Analysis

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

  • Cognitive profiles of reading disability: Comparisons of discrepancy and low achievement definitions.

    Jack M. Fletcher;Sally E. Shaywitz;Donald P. Shankweiler;Leonard Katz

  • Development of Phonological Awareness

    Jason L. Anthony;David J. Francis

  • Why IQ is not a covariate in cognitive studies of neurodevelopmental disorders.

    Maureen Dennis;David J. Francis;Paul T. Cirino;Russell Schachar

  • 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

  • Speed of Processing, Working Memory, and Language Impairment in Children

    Laurence B. Leonard;Susan Ellis Weismer;Carol A. Miller;David J. Francis

  • 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

  • Psychometric Approaches to the Identification of LD IQ and Achievement Scores Are Not Sufficient

    David J. Francis;Jack M. Fletcher;Karla K. Stuebing;G. Reid Lyon

  • Oral Language and Reading in Bilingual Children

    Jon F. Miller;John Heilmann;Ann Nockerts;Aquiles Iglesias

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

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

  • An Evaluation of Intensive Intervention for Students with Persistent Reading Difficulties

    Carolyn A. Denton;Jack M. Fletcher;Jason L. Anthony;David J. Francis

  • Response to Intervention for Middle School Students With Reading Difficulties: Effects of a Primary and Secondary Intervention.

    Sharon Vaughn;Paul T. Cirino;Jeanne Wanzek;Jade Wexler

  • Analysis of change: modeling individual growth.

    David J. Francis;Jack M. Fletcher;Karla K. Stuebing;Kevin C. Davidson

  • 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

  • Longitudinal neuropsychological outcome in infants and preschoolers with traumatic brain injury

    Linda Ewing-Cobbs;Jack M. Fletcher;Harvey S. Levin;David J. Francis

  • The foundations of literacy: Learning the sounds of letters.

    Rebecca Treiman;Ruth Tincoff;Kira Rodriguez;Angeliki Mouzaki

  • An introduction to structural equation models

    David J. Francis

Frequent Co-Authors

Jack M. Fletcher
Jack M. Fletcher University of Houston
Barbara R. Foorman
Barbara R. Foorman Florida State University
Sharon Vaughn
Sharon Vaughn The University of Texas at Austin
Karla K. Stuebing
Karla K. Stuebing University of Houston
Carolyn A. Denton
Carolyn A. Denton The University of Texas Health Science Center at Houston
Paul T. Cirino
Paul T. Cirino University of Houston
Sally E. Shaywitz
Sally E. Shaywitz Yale University
Christopher Schatschneider
Christopher Schatschneider Florida State University
Marcia A. Barnes
Marcia A. Barnes Vanderbilt University
Susan H. Landry
Susan H. Landry The University of Texas Health Science Center at Houston

If you think any of the details on this page are incorrect, let us know.

Report an issue

We appreciate your kind effort to assist us to improve this page, it would be helpful providing us with as much detail as possible in the text box below:

Related Online Degrees & Career Pathways

Studying psychology in the USA opens doors to a range of rewarding online degree programs and professional pathways. Many students are drawn to careers in counseling, where demand is growing rapidly. A common pathway is becoming a substance abuse counselor, a role that can often be pursued with a bachelor’s or master’s degree in psychology—sometimes paired with state-specific certification.

Certification and training requirements vary depending on your location. For example, those interested in working in Florida can explore St. Petersburg substance abuse counselor certification requirements or learn about how to become a substance abuse counselor in Tampa. Outside of Florida, different processes apply. In California, you can check out the Stockton substance abuse counselor certification requirements. If you’re considering Ohio, review the steps for becoming a substance abuse counselor in Toledo.

Online degrees make it easier than ever to access accredited programs and start building your career, no matter your location. With the right education and certification, psychology graduates can help individuals overcome substance abuse and make a real impact in their communities.

Best Scientists Citing David J. Francis

Trending Scientists