D
David J. Francis
Researcher at University of Houston
Publications - 230
Citations - 20889
David J. Francis is an academic researcher from University of Houston. The author has contributed to research in topics: Reading (process) & Reading comprehension. The author has an hindex of 77, co-authored 223 publications receiving 19688 citations. Previous affiliations of David J. Francis include University of Texas MD Anderson Cancer Center & University of Texas Health Science Center at Houston.
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Journal ArticleDOI
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,Paras D. Mehta +4 more
TL;DR: First and 2nd graders (N = 285) receiving Title 1 services received 1 of 3 kinds of classroom reading programs: direct instruction in letter-sound correspondences practiced in decodable text (direct code); less instruction in systematic sound-spelling patterns embedded in connected text (embe).
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Why IQ is not a covariate in cognitive studies of neurodevelopmental disorders.
Maureen Dennis,David J. Francis,Paul T. Cirino,Russell Schachar,Marcia A. Barnes,Jack M. Fletcher +5 more
TL;DR: It is proposed that it is misguided and generally unjustified to attempt to control for IQ differences by matching procedures or, more commonly, by using IQ scores as covariates.
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Kindergarten Prediction of Reading Skills: A Longitudinal Comparative Analysis
Christopher Schatschneider,Jack M. Fletcher,David J. Francis,Coleen D. Carlson,Barbara R. Foorman +4 more
TL;DR: This article assessed the relative importance of multiple measures obtained in a kindergarten sample for the prediction of reading outcomes at the end of 1st and 2nd grades and found that phonological awareness, letter sound knowledge, and naming speed consistently accounted for the unique variance across reading outcomes whereas measures of perceptual skills and oral language and vocabulary did not.
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Developmental Lag versus Deficit Models of Reading Disability: A Longitudinal, Individual Growth Curves Analysis.
TL;DR: In this article, a model of quadratic growth to a plateau was used to test whether the development of children with reading disabilities is best characterized by models of developmental lag or developmental deficit.
Journal ArticleDOI
Cognitive profiles of reading disability: Comparisons of discrepancy and low achievement definitions.
Jack M. Fletcher,Sally E. Shaywitz,Donald Shankweiler,Leonard Katz,Isabelle Y. Liberman,Karla K. Stuebing,David J. Francis,Anne E. Fowler,Bennett A. Shaywitz +8 more
TL;DR: Results did not support the validity of discrepancy versus low achievement definitions and differences between those children with impaired reading who met IQ-based discrepancy definitions and those who met low reading achievement definitions were small or not significant.