National+Literacy+Panel+Member


 * National Literacy Panel Member

David J. Francis **    ** Stuebing, K.K., Barth, A.E., Cirino, P.T., Francis, D.J., & Fletcher, J.M. (2008). A response to recent reanalyses of the National Reading Panel Report: Effects of systematic phonics instruction are practically significant. ****// Journal of Educational Psychology, 100, //**** 123-134//. // ** ** Anthony, J.L., Williams, J.M., McDonald, R., & Francis, D.J. (2007). Phonological processing and emergent literacy in younger and older preschool children. ****// Annals of Dyslexia, 57, //**** 113-137//. // ** Cirino, P.T., Pollard-Durodola, S.D.,Foorman, B.R., Carlson, C.D., & Francis, D.J. (2007). Teacher characteristics,classroom instruction,and student literacy and language outcomes in bilingual kindergartners. ****// The Elementary School Journal, 107, //**** 341-364//. // ** [|www.**tlc2.uh.edu**/**david**_**francis**] [|www.**psychology.uh.edu**/faculty/faculty.asp?DavidJFrancis]
 * Dr. Francis is Professor of Quantitative Methods and Chairman of the Department of Psychology at the University of Houston. He also serves as Director of the Texas Institute for Measurement, Evaluation, and Statistics. At this time he serves as Chairman of the Advisory Council on Education Statistics, a national advisory board to the Commissioner of Education Statistics and the National Assessment Governing Board, and is a member of the National Advisory panels for several federally-funded research centers and state departments of education. **
 * __ Major Study __**
 * Title: The Effects of Theoretically Different Instruction and Student Characteristics on the Skills of Struggling Readers **
 * Source ** : **Reading Research Quarterly**
 * Vol. 40, No. 2 **
 * April/May/June 2005 **
 * © 2005 International Reading Association **
 * (pp. 148–182) **
 * doi:10.1598/RRQ.40.2.2   **
 * __ Abstract __**
 * This study investigated the effectiveness of combining enhanced classroom instruction and intense supplemental interventions for struggling readers in the first grade. Two types of interventions were instituted in small groups. One was Proactive Reading which is modeled after Direct Instruction and the Second was Responsive Reading which was derived from a cognitive model. The intervention was given to small groups of struggling at risk readers. The outcomes to these interventions showed that the students who received them scored higher on measures of reading and reading skills. Both measures were equally successful, but theoretically had different perspectives. **
 * __ Research Studies: __**
 * Foorman,B.R., York, M., Santi, K.L., & Francis, D.J. (2008). ****// Reading & Writing, 21, //**** 371-394// . // **
 * __ Websites for David J. Francis __**
 * http://www.tlc2.uh.edu/david_francis/Publications/Journal **