David+J.+Francis,+Ph.+D.2

|| || submitted by: Jill Gutierrez
 * [[image:http://jillmichelle1.wikispaces.com/i/bTL.gif width="8" height="8"]] |||| [[image:http://jillmichelle1.wikispaces.com/i/c.gif width="1" height="1"]] || [[image:http://jillmichelle1.wikispaces.com/i/bTR.gif width="8" height="8"]] ||
 * || By: Jill Gutierrez EDCI 615
 * david_j_francis_phd_portrait.jpg ||
 * David J. Francis, Ph.D.**

David J. Francis is a Hugh Roy and Lillie Cranz Cullen Distinguished Professor at the University of Houston, Texas. He is the chairman of the Department of Psychology and director of the Texas Institute for Measurement, Evaluation, and Statistics. He is also the director of the National Reasearch and Development Center for English Language Learners. He is co-director of the Texas Learning and Computation Center. He has received the Teaching Excellence Award and he is a Fellow of Division 5 (Measurement, Evaluation, and Statistics) of the American Psychology Association and current member fo the Independent Review Panel for the Natioanl Assessment of Title I. He is on the Technical Advisory Group of What Works Clearing House. His interests are quantitative research which include the modeling of individual growth, multi-level and mixture modeling, structural equation modeling, item response theory, and exploratory data analysis. Dr. Francis has multiple contracts and grands funded by NICHD, the Institute of Education Sciences of the US Department of Education, the National Institute of Deafness and Communication Disorders, the Texas Education Agency, and the Houston Livestock Show and Rodeo. David Francis has been involved for many years in research on reading and reading disabilities, attention problems, and developmental consequences of brain injuries and birth defects. David Francis has received many awards including the University of Houston Award for Excellence in Research and Scholarship.


 * Review of a Study**

A qualitative study conducted by Dr. Francis called //Optimizing Educational Outcomes for English Language Learners// focuses on examining the impacts of two different programs ont he performance of Spanish-speaking English Language Learners in grades K-3. The study has developed, implemented, and evaluated two reasearched based models of instruction, a structured English Immersion program and a transitional bilingual education program. The interventions will include developmentally appropriate and research-based curriculum and materials; strategies that integrate language aquisiton and academic acheivement; strategies that promote English proficiency through peer interaction; a three-tier system of instruction to ensure children do not fail; ongoing state-of-the-art professional develoment for teachers; high standards for language aquistion and academic acheivement; extensive parental involvement; and assessment methods aligned to instuctional objectives that inform instructional planning and delivery. The study will include about 1,600 Kindergarten through 3rd grade students in a public school setting. The study will include 320 public school teachers from Houston and Brownsville, Texas. A total of 20 schools will participate that have structured English immersion and transitional bilingual education. Analysis will be conducted to compare the impacts of the two enhanced approaches. Demographic and historical acheivement data will be used to match schools for comparison. This study is currently in progress so the findings are not yet available.


 * Research Studies by David J. Francis**

August, D., Francis, D.J. Hsu, H.A., & Snow, C.E. (2006). Assessing reading comprehension in bilinguals. **//Elementary School Journal//**, **107**, 221-238.

Boscardin, C.K., Muthen, B.O., Francis, D.J., & Baker, E.L. (2008). Early Identification of reading difficulties using heterogeneous develpment trajectories. **//Journal of Educational Psychology//, 100,** 192-208.

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 kindergarteners. **//The Elementary School Journal//**, **107**, 341-364.

Denton, C.A., Fletcher, J.M., Anthony, J.L., & Francis, D.J. (2006). An evaluation of intensive intervention for students with persistent reading difficulties. //**Journal of Learning Disabilities, 39**//, 447-466.

Schatschneider, C., Fletcher, J.M., Francis, D.J., Carlson, C.D., &Foorman, B.R. (2004). Kindergarten prediciton of reading skills: A longitudinal comparative analysis. //**Journal of Edcuational Psychology, 96,**// 265-282.


 * Web-site links**

[|www.tlc2.uh.edu/david_francis]

[|www.psychology.uh.edu]

email address: DFrancis@UH.edu || francis info