B. Foorman

Developmental and Educational Psychology · 2001–2018

A researcher in the Science corpus: 13 papers; trusts 8 researchers and is trusted by 30 researchers here, as inferred from the citation graph.

Subfields

• Developmental and Educational Psychology — 92 citations into it; #693 of 8,223 by trust here, #260 by citations
• Education — 55 citations into it; #1,594 of 11,309 by trust here, #1,018 by citations
• Statistics and Probability — 51 citations into it; #3,941 of 12,932 by trust here, #1,069 by citations

Whom B. Foorman trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

1. J. Torgesen
2. J. Carlisle
3. S. H. Deacon
4. John R. Kirby
5. L. Moats
6. Michael J. Kieffer
7. Douglas Fuchs
8. Averil Coxhead
9. William Nagy
10. Jack M. Fletcher

Who trusts B. Foorman overall

1. L. Moats
2. J. Carlisle
3. Shayne B. Piasta
4. Paul T. Cirino
5. Patricia F. Vadasy
6. R. Gersten
7. Carol McDonald Connor
8. A. Cunningham
9. Louise Spear-Swerling
10. S. Vaughn

Papers from B. Foorman's perspective

Ordered by how strongly the researchers B. Foorman trusts endorse each paper. Same corpus, a different order for every researcher.

1. Intensive Remedial Instruction for Children with Severe Reading Disabilities (Journal of Learning Disabilities)
2. Awareness of the structure and meaning of morphologically complex words: Impact on reading
3. Meaningful differences in the everyday experience of young American children
4. Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students.
5. Explaining social class differences in growth of reading skills from beginning kindergarten through fourth-grade: The role of phonological awareness, rate of access, and print knowledge
6. Critical Elements of Classroom and Small–Group Instruction Promote Reading Success in All Children
7. Reading ability and sensitivity to morphological relations
8. A New Academic Word List
9. Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy
10. Is reading important in reading-readiness programs? A randomized field trial with teachers as program implementers

Their papers

• Kindergarten Prediction of Reading Skills: A Longitudinal Comparative Analysis (2004) — 884 citations
• Conditions for Sustaining Research-Based Practices in Early Reading Instruction (2004) — 187 citations
• Critical Elements of Classroom and Small–Group Instruction Promote Reading Success in All Children (2001) — 526 citations
• The incremental variance of morphological knowledge to reading comprehension in grades 3-10 beyond prior reading comprehension, spelling, and text reading efficiency☆ (2012) — 111 citations
• Unique and common effects of decoding and language factors in predicting reading comprehension in grades 1–10 (2018) — 120 citations
• The Contributions of Phonological Awareness and Letter-Name Knowledge to Letter-Sound Acquisition--A Cross-Classified Multilevel Model Approach. (2010) — 111 citations
• Does Growth Rate in Oral Reading Fluency Matter in Predicting Reading Comprehension Achievement (2010) — 220 citations
• Teacher Characteristics, Classroom Instruction, and Student Literacy and Language Outcomes in Bilingual Kindergartners (2007) — 91 citations
• The impact of instructional practices in Grades 1 and 2 on reading and spelling achievement in high poverty schools (2006) — 202 citations
• Literacy as a Unidimensional Multilevel Construct: Validation, Sources of Influence, and Implications in a Longitudinal Study in Grades 1 to 4 (2005) — 200 citations
• The necessity of the alphabetic principle to phonemic awareness instruction (2003) — 118 citations
• Measuring teachers’ content knowledge of language and reading (2003) — 378 citations
• Assessment of Reading and Learning Disabilities A Research-Based Intervention-Oriented Approach (2002) — 135 citations