Publications by Dr. Barbara R. Foorman

Books

Foorman, B. R., & Siegel, A.  (Eds.).  (1986).  Acquisition of reading skills:  Cultural constraints and cognitive universals.  Mahwah, NJ:  Lawrence Erlbaum.

Foorman, B. R. (Ed.) (2003). Reading Difficulities: Bringing Science to Scale.  Austin, TX: Pro Ed.

Articles and Chapters in Books (*=refereed journal)

*Foorman, B.R., York, M., Santi, K.L., & Francis, D.J.  (in press). Contextual effects on predicting risk for reading difficulties in first and second grade. Reading and Writing.

*Francis, D.F., Santi, K.L., Barr, C., Fletcher, J.M., Varisco, A., & Foorman, B.R. (in press). Form effects on the estimation of students’ oral reading fluency using DIBELS. Journal of School Psychology.

Foorman, B.R., & Santi, K.L. (in press). The teaching of reading. In L.J. Saha and A.G. Dworkin (Eds.), The New International Handbook of Teachers and Teaching. Norwell, MA: Springer.

Moats, L.C., & Foorman, B.R. (in press). Literacy achievement in the primary grades in high poverty schools: Lessons learned from a five-year research program. In S.B. Neuman (ed.), Literacy achievement for young children from poverty. Baltimore: Brookes Publishing Co.

*Foorman, B.R., Kalinowski, S. J., & Sexton, W.L.  (in press). Standards-based educational reform is one important step toward reducing the achievement gap. In A. Gamoran (Ed.), Standards-based reform and the poverty gap: Lessons from “No Child Left Behind Washington, D.C.: Brookings Institution.

Santi, K.L., York, M., Foorman, B.R., & Francis, D.J. (in press). Mentoring: A framework for success. Insight.

*Foorman, B.R. (2007). Primary prevention in classroom reading instruction. Teaching Exceptional Children, 39(5), 24-31.

*Cirino, P., Pollard-Durodola, S.D., Foorman, B.R., & Carlson, C.D., & Francis, D.J. (March, 2007).  Teacher characteristics, classroom instruction, and student literacy and language outcomes in bilingual kindergarteners. Elementary School Journal, 107(4), 341-364.

Foorman, B.R., Santi, K, & Berger, L. (2007). Scaling assessment-driven instruction using the Internet and handheld computers.  In B. Schneider (Ed.), Scale Up in Practice (pp. 69-89). Lanham, MD: Rowan & Littlefield Publishers, Inc.

Foorman, B.R., Carlson, C.D., & Santi, K.L.(2007). Classroom reading instruction and teacher knowledge in the primary grades.   In D. Haager, J. Klingner, & S. Vaughn (Eds.), Evidence-based reading practices for response to intervention (pp. 45-72). Baltimore, MD:  Brookes Publishing Co.

*Saunders, W.M., Foorman, B.R., Carlson, C.D. (November, 2006). Do we need a separate block of time for oral English language development in programs for English learners? Elementary School Journal, 107(2), 181-198.

*Landi, N., Perfetti, C.A., Bolger, D.J., & Foorman, B.R.  (2006). The role of discourse context in developing word form representations: A paradoxical relation between reading and learning. Journal of Experimental Child Psychology, 94(2), 114-133.

*Pavol, M., Hiscock,M., Massman, P., Moore, B., Foorman, B., & Meyers, C. (2006) Neuropsychological function in adults with Von Recklinghausen’s neurofibromatosis. Developmental Neuropsychology, 29(3), 509-526..

*Moats, L.C., Foorman, B.R., & Taylor, W.P. (2006). How quality of writing instruction impacts high-risk fourth graders’ writing. Reading and Writing: An Interdisciplinary Journal, 19, 363-391.

*Foorman, B.R., & Nixon, S. (2006) The influence of public policy on research and practice in reading.  Topics in Language Disorders, 26(2), 155-169.

*Foorman, B.R., Schatschneider, C., Eakin, M.N., Fletcher, J.M., Moats, L.C., & Francis, D.J. (2006). The impact of instructional practices in grades 1 and 2 on reading and spelling achievement in high poverty schools.  Contemporary Educational Psychology, 31, 1-29.

Fletcher, J.M., Foorman, B.R., Denton, C., & Vaughn, S. (2006). Scaling research on beginning reading: Consensus and conflict.  In M. Constas & R. Sternberg (Eds.), Translating educational theory and research into practice. (pp. 53-75).  Mahwah, NJ: Lawrence Erlbaum Associates.

*Foorman, B.R., & Ciancio, D.J. (2005). Screening for secondary intervention: Concept and context. Journal of Learning Disabilities, 38(6), 494-499.

Foorman, B.R., Nixon, S.  (Fall, 2005). Curriculum integration in a multi-tiered instructional approach.  Perspectives, 26-28.

*Mehta, P., Foorman, B.R., Branum-Martin, L., & Taylor, W. P. (2005). Literacy as a unidimensional multilevel construct: Validation, sources of influence, and implications in a longitudinal study in grades 1-4.  Scientific Studies of Reading, 9(2), 85-116.

Francis, D.J., Carlson, C.D., Fletcher, J.M., Foorman, B.R., Goldenberg, C.R., Vaughn, S., Miller, J., Iglesias, A., & Papanicolaou, A. (Spring, 2005). Oracy/Literacy development of Spanish-speaking children: A multi-level program of research on language minority children and the instruction, school and community contexts, and interventions that influence their academic outcomes. Perspectives, 8-12.

Mouzaki, A., Foorman, B., & Santi, K. (2005). Preventing reading problems: The application of an assessment-driven, classroom-based intervention in Texas schools.  In G. D. Sideridis & T.A. Citro (Eds.), Research to practice:  Effective interventions for learning disabilities (pp. 22-52).  Boston, MA: Learning Disabilities Worldwide. (Also to be published in 2007 by Jessica Kingsley Publishers, London, UK.)

* Schatschneider, C., Fletcher, J., Francis, D., Carlson, C., & Foorman, B.  (2004). Kindergarten prediction of reading skills: A longitudinal comparative study.  Journal of Educational Psychology, 96(2), 265-282.

Foorman, B.R., Fletcher, J.M., & Francis, D.J. (2004). Early reading assessment. In W.M. Evers & H.J. Walberg (Eds.), Testing student learning, evaluating teaching effectiveness (pp. 81-125). Stanford, CA: The Hoover Institution.

*Foorman, B.R., & Moats, L.C.  (2004). Conditions for sustaining research-based  practices in early reading instruction.  Remedial and Special Education, 25(1), 51-60.

*Foorman, B.R., Francis, D.J., Davidson, K., Harm, M., & Griffin, J.  (2004). Variability in text features in six grade 1 basal reading programs.  Scientific Studies in Reading, 8(2), 167-197.

Foorman, B.R., Goldenberg, C., Carlson, C., Saunders, W., Pollard-Durodola, S.D. (2004). How teachers allocate time during literacy instruction in primary-grade English language learner classrooms. In M.McCardle and V. Chhabra (Eds.), The voice of evidence: Bringing research to the classroom (pp. 289-328). Baltimore, MD: Brookes Publishing Co.

*Breier, J, Simos, P.G., Castillo, E.M., Fletcher, J., Foorman, B., & Papanicolaou, A.  (2003). Abnormal activation of temporoparietal areas in children with dyslexia during speech processing.  Neuropsychology, 17(4), 610-621.

*Denton, C., Foorman, B., & Mathes, P. (2003). Schools that ‘Beat the Odds’:  Implications for reading instruction. Remedial and Special Education, 24, 258-261.

Foorman, B., Seals, L., Anthony, J., & Pollard-Durodola, S. (2003). Vocabulary enrichment program for third and fourth grade African American students: Description, implementation, and impact.  In B.Foorman (Ed.) Preventing and Remediating Reading Difficulities: Bringing Science to Scale.  (pp. 419-441). Austin, TX: Pro-Ed.

Papanicolaou, A.C., Simos, P.G., Fletcher, J.M., Francis, D.J., Foorman, B.R., Castillo, E.M., & Sarkari, S. (2003). Early development and plasticity of neurophysiological processes involved in reading. In B.Foorman (Ed.) Preventing and Remediating Reading Difficulities: Bringing Science to Scale (pp. 3-22).  Timonium, MD: York Press.

Foorman, B.R., & Schatschneider, C.  (2003). Measurement of teaching practices during reading/language arts instruction and its relationship to student achievement. In S. Vaughn and K.L. Briggs (Eds.), Reading in the classroom: Systems for observation of  teaching and learning (pp. 1-30). Baltimore, MD: Brookes Publishing Co.

*Moats, L.C., & Foorman, B.R. (2003) Measuring teachers’ content knowledge of language and reading. Annals of Dyslexia, 53, 23-45.

*Foorman, B.R., Breier, J.I., & Fletcher, J.M. (2003). Interventions aimed at improving reading success: An evidence-based approach. Developmental Neuropsychology, 24 (2 & 3), 613-639.

*Papanicolaou, A.C., Simos, P.G., Breier, J.I., Fletcher, J.M., Foorman, B.R., Francis, D., Castillo, E.M., & Davis, R.N. (2003). Brain mechanisms for reading in children with and without dyslexia: A review of studies of normal development and plasticity. Developmental Neuropsychology, 24 (2 & 3), 593-612.

*Foorman, B.R., Chen, D.T., Carlson, C., Moats, L., Francis, D.J., & Fletcher, J.  (2003). The necessity of the alphabetic principle to phonemic awareness instruction.  Reading and Writing, 16, 289-324.

*Breier, J.I., Fletcher, J.M, Foorman, B.R., Klaas, P., & Gray, L.C. (2003). Auditory temporal processing in childen with specific reading disability with and without attention deficit/hyperactivity disorder.  Journal of Speech, Language, and Hearing Research, 46.

*Breier, J.I., Gray, L., Klaas, P., Fletcher, J.M., Foorman, B.R.  (2002). Dissociation of sensitivity and response bias in children with ADHD during central auditory masking.  Neuropsychology, 16(1), 28-34.

*Gray, L., Breier, J., Foorman, B., & Fletcher, J. (2002).  Continuum of impulsiveness caused by auditory masking.  Pediatric Otorhinolargyngology, 66(3), 265-72.

*Simos, P.G., Breier, J.I., Fletcher, J.M., Foorman, B.R., Mouzaki, A., & Papanicolaou, A.C. (2002). Age-related changes in regional brain activation during phonological decoding and printed word recognition. Developmental Neuropsychology, 19, 191-210.

*Foorman, B.R., Anthony, J., Seals, L., & Mouzaki, A. (2002). Language development and emergent literacy in preschool. Seminars in Pediatric Neurology, 9, 172-183.

*Simos, P.G., Breier, J.I., Fletcher, J.M., Foorman, B.R., Castillo, E.M., & Papanicolaou, A.C. (2002). Brain mechanisms for reading words and pseudowords: An integrated approach.   Cerebral Cortex, 12, 297-305.

*Simos, P.G., Fletcher, J.M., Foorman, B.R., Francis, D.J., Castillo, E.M., Davis, R.N., Fitzgerald, M., Mathes, P.G., Denton, C., & Papanicolaou, A.C. (2002). Brain activation profiles during the early stages of reading acquisition.  Journal of Child Neurology, 17, 159-63.

*Schatschneider, C., Carlson, D.D., Francis, D.J., Foorman, B.R., & Fletcher, J.M.  (2002). The relationship between rapid automatized naming and phonological awareness in the prediction of early reading skills:  Implications for the Double Deficit Hypothesis.  Journal of Learning Disabilities, 35, 245-256.

*Fletcher, J.M., Foorman, B.R., Boudousquie, A., Barnes, M., Schatschneider, C., & Francis, D.J. (2002). Assessment of reading and learning disabilities: A research-based, treatment-oriented approach. Journal of School Psychology, 40, 27-63.

Rayner, K., Foorman, B., Perfetti, C.A., Pesetsky, D., & Seidenberg, M.S. (March, 2002). How should reading be taught? Scientific American, 84-91.

*Simos, P.G., Fletcher, J.M., Bergman, E., Breier, J.I., Foorman, B.R., Castillo, E.M., & Davis, R.N., Fitzgerald, M., Papanicolaou, A.C. (2002). Dyslexia-specific brain activation profile becomes normal following successful remedial training.  Neurology, 58, 1203-1213.

*O’Malley, K., Francis, D.J., Foorman, B.R., & Fletcher, J.M., & Swank, P.R.  (2002). Growth in precursor reading skills: Do low-achieving and IQ-discrepant readers develop differently? 
     Learning Disabilities Research and Practice, 17, 19-34. 

*Rayner, K., Foorman, B., Perfetti, C.A., Pesetsky, D., & Seidenberg, M.S. (2001). How psychological science informs the teaching of reading. Psychological Science in the Public Interest, 2, 31-74. (A monograph from the American Psychological Society)

*Foorman, B.R., & Torgesen, J.K. (2001). Critical elements of classroom and small-group instruction promote reading success in all children. Learning Disabilities Research and Practice, 16(4), 202-211.

*Breier, J., Gray, L., Fletcher, J.M., Diehl, Klaas, Foorman, B.R., & Molis. (2001).  Perception of voice and tone onset time continua in children with dyslexia with and without attention deficit/hyperactivity disorder. Journal of Experimental Child Psychology, 80, 245-270.

*Neuhaus, G.F., Foorman, B.R., Francis, D.J., Carlson, C.D. (2001). Measures of information processing in rapid automatized naming (RAN) and their relation to reading.  Journal of Experimental Child Psychology, 78, 359-373.

*Foorman, B.R., Francis, D.J., Fletcher, J.M., & Schatschneider, C. (2000). Misrepresentation of research by other researchers. Educational Researcher, 29, 27-37.

*Simos, P.G., Breier, J.I., Fletcher, J.M., Foorman, B.R., Bergman, E., Fishbeck, K., & Papanicolaou, A.C. (2000). Brain activation profiles in dyslexic children during nonword reading: A magnetic source imaging study.  Neuroscience Letters, 290, 61-65.

Foorman, B.R., Fletcher, J.M., & Francis, D.J. (1999). Beginning reading is strategic and by design multi-level. Issues in Education: Contributions from Educational Psychology, 5, 65-75.

Fletcher, J.M., Foorman, B.R., & Shaywitz, S.E., Shaywitz, B.A. (1999). Conceptual and methodological issues in dyslexia research: A lesson for developmental disorders (pp. 271-306).  In H. Tager-Flusberg (Ed.), Neurodevelopmentqal disorders. Cambridge, MA: MIT Press.

*Schatschneider, C., Francis, D.J.,  Foorman, B.R., & Fletcher, J.M., & Mehta, P. (1999). The dimensionality of phonological awareness: An application of item response theory.  Journal of Educational Psychology, 91, 439-449.

*Fletcher, J., Francis, D., Shaywitz, B., Foorman, B., & Shaywitz, S. (1998). Intelligence testing and the discrepancy model for children with learning disabilities. Learning Disabilities Research and Practice, 13, 186-203.

Foorman, B.R., Fletcher, J.M., & Francis, D.J. (1998). Preventing reading failure by ensuring effective reading instruction. In S. Patton & M. Holmes (Eds.), The keys to literacy. Washington, D.C.: Council for Basic Education.

*Foorman, B.R., Francis, D.J., Fletcher, J.M., Schatschneider, C., & Mehta, P. (1998). The role of instruction in learning to read: Preventing reading failure in at-risk children. Journal of Educational Psychology, 90, 37-55. [Reprinted in Wray, D. (Ed.) (2004). Major Themes in Education. London, UK: Routledge.]

Adams, M.J., Foorman, B.R., Lundberg, I., & Beeler, T. (spring/summer, 1998). The elusive phoneme: Why phonemic awareness is so important and how to  help children develop it. American Educator, 22, 18-22.

*Iovino, I., Fletcher, J.M., Breitmeyer, B.G., & Foorman, B.R.  (1998). Colored overlays for visual perceptual deficits in children with reading disability and ADHD: Are they differentially effective? Journal of Clinical and Experimental Neuropsychology, 20, 791-806.

Fletcher, J.M., Foorman, B.R., Francis, D.J., & Schatschneider, C. (Winter, 1997).  Prevention of reading failure. Insight,  22-23.

* Post, Y.V., Foorman, B.R., Hiscock, M. (1997). Speech perception and speech production as indicators of reading difficulty.  Annals of Dyslexia, 47, 1-25.

*Foorman, B.R., Francis, D.J., Fletcher, J.M., Winikates, D., & Mehta, P. (1997).  Early interventions for children with reading problems. Scientific Studies of Reading, 1(3), 255-276.  (Special issue on reading interventions)

Foorman, B.R., & Schatschneider, C. (1997).  Beyond alphabetic reading:  Comments on Torgesen’s prevention and intervention studies. Journal of Academic Language Therapy, 1(1), 59-65.

*Foorman, B.R., Francis, D.J., Beeler, T., Winikates, D., & Fletcher, J.M. (1997).  Early interventions for children with reading problems:  Study designs and preliminary findings. Learning Disabilities: A Multidisciplinary Journal, 8, 63-71.

Foorman, B.R., Francis, D.J, Shaywitz, S.E., Shaywitz, B.A., & Fletcher, J.M. (1997). The case for early reading interventions. In B. Blachman (Ed.), Foundations of reading acquisition and dyslexia: Implications for early intervention (pp. 243-264). Mahwah, NJ: Erlbaum.

Foorman, B.R., Francis, D.J., Fletcher, J.M. (Fall, 1997). NICHD Early Interventions Project. Perspectives, 23(4), 4-5.

*Foorman, B.R., Francis, D., Fletcher, J., & Lynn, A. (1996). Relation of phonological and orthographic processing to early reading: Comparing two approaches to regression-based, reading-level-match designs. Journal of Educational Psychology, 88, 639-652.

Andrews, J., Swank, P., Foorman, B., & Fletcher, J. (1995). Effects of educating parents about Attention Deficit Hyperactivity Disorder on the subsequent behavior of their ADHD children. ADHD Report, 3(4), 12-13.

*Foorman, B.R. (1995). Research on "The Great Debate": Code-oriented versus whole-language approaches to reading instruction. School Psychology Review, 24, 376-392. (Invited article for special issue on research on reading instruction.)

Foorman, B.R. (1995).  Practiced connections of orthographic and phonological processing. In V.W. Berninger (Ed.), The varieties of orthographic knowledge II: Relationships to phonology, reading, and writing (pp. 377-419). Dordrecht, The Netherlands: Kluwer Academic Publishers.

Foorman, B.R. (1994). Phonological and orthographic processing of words:  Separate but equal?  In V.W. Berninger (Ed.), The varieties of orthographic knowledge I: Theoretical and developmental issues (pp. 319-355). Dordrecht, The Netherlands: Kluwer Academic Publishers.

Fletcher, J.M., Foorman, B.R., Francis, D.J., Shaywitz, B.A., Shaywitz, S.E. (1994). Treatment of dyslexia.  In K.P. van de Bos, D.J. Bakker, & L.S. Siegel (Eds.), Current research about dyslexia (pp. 223-233). Amsterdam: Swets.

Fletcher, J.M., & Foorman, B.R. (1994). Redefining learning disabilities: Commentary on Berninger and Abbott.  In G.R. Lyon (Ed.), Better measurement of learning disabilities (pp.185-200). Baltimore: Paul H. Brookes.

*Foorman, B. R., & Francis, D.J. (1994). Exploring the connections among reading, spelling, and phonemic segmentation during first grade. Reading and Writing, 6, 1-26.

*Foorman, B.R. (1994). The relevance of a connectionist model of reading for “The Great Debate." Educational Psychology Review, 6, 25-47.

*Foorman, B.R., & Leiber, J. (1993). The eternal context. Linguistics and Education, 5, 165-174. (An invited article in a special issue on narrative and learning.)

*Foorman, B.R., Jenkins, L., & Francis, D.J. (1993). Links among segmenting, spelling, and reading words in first and second grades. Reading and Writing, 5, 1-17.

*Haskell, D.W., Foorman, B.R., & Swank, P.R (1992). Effects of three orthographic/phonological units on first grade reading. Remedial and Special Education, 13, 40-49. (First author's dissertation under my supervision.)

*Foorman, B.R., Francis, D.J., Novy, D.M. & Liberman, D. (1991). How letter-sound instruction mediates progress in first-grade reading and spelling. Journal of Educational Psychology, 83, 456-469.  (A Danish translation in Elbro, C. (2002), Laesning og laeseundervisning – en tekstantologi (Reading and the Teaching of Reading – an Anthology). Copenhagen, Denmark: Gyldendal Education.)

Foorman, B.R. (1991). Adult literacy/child literacy: One world or worlds apart? Linguistics and Education, 3(2), 103-108. (An introduction to a special issue of the journal that I guest edited.)

Foorman, B. R.  (1989).  What's specific about specific reading disability?  Journal of Learning Disabilities, 22, 332-333.  (An introduction to a special issue of the journal that I helped edit.)

*Foorman, B. R., & Liberman, Dov.  (1989).  Visual and phonological processing of words:  A comparison of good and poor readers.  Journal of Learning Disabilities, 22, 349-355.

*Ghatala, E. S., Levin, J. R., Foorman, B. R., & Pressley, M.  (1989).  Improving children's regulations of their reading PREP time.  Contemporary Educational Psychology, 14, 49-66.

*Foorman, B. R., Yoshida, H., Swank, P., & Garson, J.  (1989).  Japanese and American children's styles of processing figural matrices.  Journal of Cross-Cultural Psychology, 20, 263-295.

Foorman, B. R.  (1986).  Non-alphabetic codes in learning to read:  The case of the Japanese.  In B. R. Foorman & A. W. Siegel (Eds.), Acquisition of reading skills:  Cultural constraints and cognitive universals (pp. 115-122).  Hillsdale, NJ:  Lawrence Erlbaum.

*Foorman, B. R., Sadowski, B. R., & Basen, J. H.  (1985).  Children's solutions for figural matrices:  Developmental differences in strategies and effects of matrix characteristics.  Journal of Experimental Child Psychology, 39, 107-130.

*Foorman, B. R., Leiber, J., & Fernie, D.  (1984).  Mountains and molehills:  Egocentrism in recent research.  Oxford Review of Education, 10(3), 261-270.  (Invited article in special issue critiquing Piaget and Kohlberg.)

*Foorman, B. R.  (1984).  The case for a developmental pragmatics approach to assessing language proficiency.  Communication Education, 33, 243-250.  (ASHA journal)

*Foorman, B. R.  (1983).  English-, Spanish-, and Japanese-speaking children's performance on perceptual and communication tasks.  Communication and Cognition, 16(4), 381-401.

*Foorman, B. R., & Kinoshita, Y.  (1983).  Linguistic effects on children's encoding and decoding skill in Japan, the United States, and England.  Child Development, 54, 69-78.

*Foorman, B. R.  (1982).  A neo-Piagetian analysis of communication performance in young children.  Genetic Psychology Monographs, 105, 3-24.

*Foorman, B. R., Arias-Godinez, B., & Gonzalez, J.  (1981).  English- and Spanish-speaking children's performance on perceptual and communication tasks:  A cross-cultural study of language and cognition.  Journal of Cross-cultural Psychology, 12, 304-326.

*Foorman, B. R.  (1981).  A neo-Piagetian analysis of four-year-olds' performance on Piaget's water-level task.  Perceptual and Motor Skills, 52, 631-639.

Foorman, B. R.  (1981).  The semiotic function underlying the referential communication paradigm.  In T. A. Sebeok and R. Rosenthal (Eds.), The Clever Hans Phenomenon:  Communication with horses, whales, apes, and people (pp. 206-219).  New York:  New York Academy of Sciences.

Foorman, B. R.  (1981).  Audience awareness.  In D. Phelps-Terasaki and T. Phelps-Gunn, Written language remediation:  Theory and practice (pp. 163-181).  Philadelphia, PA:  Aspen.

*Foorman, B. R.  (1980).  Language development in the K-3 classroom:  Using the referential communication paradigm.  Psychology in the Schools, 17, 278-283.

Foorman, B. R.  (1977).  A psycholinguistic study of attribute mention in 5-, 6-, and 7-year-olds.  In G. E. Lubin, J. F. Magary, & M. K. Poulsen (Eds.), Piagetian theory and its implications for the helping professions (pp. 342-349).  Los Angeles:  University of Southern California Press.

Foorman, B. R.  (1975).  A look at reading diary studies:  The state of the art and some implications from cognitive-developmental theory.  In G. I. Lubin, J. F. Magary, & M. K. Poulsen (Eds.), Piagetian theory and its implications for the helping professions (pp. 176-186).  Los Angeles:  University of Southern California Press.

Curriculum Materials

Adams, M.J., Foorman, B.R., Lundberg, I., & Beeler, T. (1998).  Phonemic awareness in young children:  A  classroom curriculum. Baltimore, MD: Brookes Publishing Co.

Moats, L. C., & Foorman, B.R. (1998). Scholastic Spelling.  NY:  Scholastic, Inc.

Seals, L., Pollard-Durodola, S., Foorman, B.R., & Bradley, A. (2007). Vocabulary power: Lessons for Students Who Use African American Vernacular English (Teacher’s Manual Level 1 and Student Workbook Level 1). Baltimore, MD: Brookes Publishing Co.

Seals, L., Pollard-Durodola, S., Foorman, B.R., & Bradley, A. (2007). Vocabulary power: Lessons for Students Who Use African American Vernacular English (Teacher’s Manual Level 2 and Student Workbook Level 2). Baltimore, MD: Brookes Publishing Co.

Test Materials

Developer (along with Jack Fletcher and David Francis) of the Texas Primary Reading Inventory (TPRI; 1998-present).  Copyright owned by the Texas Education Agency and The University of Texas System. Sold outside of Texas by McGraw-Hill (2006-2008).

Book Reviews

Foorman, B.R. (1993). Book notice on Metalinguistic Development by Gombert. Child Development Abstracts and Bibliography, 67, 95.

Foorman, B. R.  (1988).  Inside Japanese Education:  A Review of White's The Japanese Educational Challenge and Azuma, Stevenson, and Hakuta's Child Development and Education in Japan.  Merrill-Palmer Quarterly, 34(3), 327-336.

Foorman, B. R.  (1986).  For those who care for young children.  Contemporary Psychology, 31(3), 208.

Foorman, B. R.  (1986).  Review of Hakuta's "Mirror of Language."  The Review of Education, 12(4), 314-318.

Work in Progress (*=refereed journal)

Foorman, B. R., & Al Otaiba, S. Reading Remediation: State of the Art. Chapter in K. Pugh, S. Frost, & N. Landi (Eds.), Helping children learn how to read: Outstanding issues and new directions in diagnosis and treatment of reading failure. San Antonio, TX: Pro-Ed.

Foorman, B.R.  Reading. In R.A. Shweder (Ed.), The Chicago Companion to the Child. Chicago, IL: University of Chicago Press.

*Foorman, B.R., & Connor, C. Primary reading. Chapter in preparation for M. Kamil, P. D. Pearson, & E. Moje (Eds.), Handbook on Reading Research, Vol. IV. NY: Longman.

*Francis, D.J., Dung-Tsa Chen, Foorman, B.R., Wristers, K., & Schatschneider, C., Carlson, C. & Fletcher, J.M.  Sequencing approaches to reading instruction in grades 1 and 2:  An application of segmented growth models to longitudinal crossover trials.  Manuscript submitted for publication.