Over the past decade, my research has focused on examining the links between children’s language and literacy development. Understanding these links may illuminate reasons for the perplexing difficulties children who are atypical and diverse learners have developing basic and advanced reading skills. Most recently, my research interests have focused on children’s learning in the classroom – from preschool through third grade – with particular focus on children living in poverty. These studies indicate that the effectiveness of specific instructional activities depends on the language and reading skills children bring with them to school; these child-by-instruction interactions are evident as early as preschool and continue at least through third grade for a number of child language and literacy outcomes. I am currently the principal investigator conducting a series of randomized control field trials investigating the causal implications of child-by-instruction interactions on student achievement; specifically investigating the effect of individualizing language arts instruction and science instruction in first through third grade based on students’ language and early reading skills. This multidisciplinary project includes experts in developmental and cognitive psychology, education, learning sciences, and computer science. Results reveal that instruction that takes into account child-by-instruction interactions generally leads to stronger student literacy outcomes. I also conduct research focusing on the language and literacy development of profoundly deaf children including those who use cochlear implants.
This study investigated how quality of the classroom learning environment influenced first grade ... more This study investigated how quality of the classroom learning environment influenced first grade students' (n = 533) time spent in two non-instructional classroom activities (off-task and in transition) and their subsequent literacy outcomes. Hierarchical linear modeling revealed that higher classroom quality was related to higher student performance in reading comprehension and expressive vocabulary. Further, classroom quality predicted the amount of time students spent off-task and in transitions in the classroom, with slopes of change across the year particularly impacted. Mediation effects were detected in the case of expressive vocabulary such that the influence of classroom quality on students' achievement operated through students' time spent in these non-instructional activities. Results highlight the importance of overall classroom quality to how students navigate the classroom environment during learning opportunities, with subsequent literacy achievement impacted. Implications for policy and educational practices are discussed.
Many assume that cognitive and linguistic processes, such as semantic knowledge (SK) and self-reg... more Many assume that cognitive and linguistic processes, such as semantic knowledge (SK) and self-regulation (SR), subserve learned skills like reading. However, complex models of interacting and bootstrapping effects of SK, SR, instruction, and reading hypothesize reciprocal effects. Testing this " lattice " model with children (n = 852) followed from first to second grade (5.9–10.4 years of age) revealed reciprocal effects for reading and SR, and reading and SK, but not SR and SK. More effective literacy instruction reduced reading stability over time. Findings elucidate the synergistic and reciprocal effects of learning to read on other important linguistic , self-regulatory, and cognitive processes; the value of using complex models of development to inform intervention design; and how learned skills may influence development during middle childhood.
This paper describes the theoretical framework, as well as the development and testing of the int... more This paper describes the theoretical framework, as well as the development and testing of the intervention, Comprehension Tools for Teachers (CTT), which is composed of eight component interventions targeting malleable language and reading comprehension skills that emerging research indicates contribute to proficient reading for understanding for prekindergarteners through fourth graders. Component interventions target processes considered largely automatic as well as more reflective processes, with interacting and reciprocal effects. Specifically, we present component interventions targeting cognitive, linguistic, and text-specific processes, including morphological awareness, syntax, mental-state verbs, comprehension monitoring, narrative and expository text structure, enacted comprehension, academic knowledge, and reading to learn from informational text. Our aim was to develop a tool set composed of intensive meaningful individualized small group interventions. We improved feasibility in regular classrooms through the use of design-based iterative research methods including careful lesson planning, targeted scripting, pre- and postintervention proximal assessments, and technology. In addition to the overall framework, we discuss seven of the component interventions and general results of design and efficacy studies.
Page 1. IMPLEMENTING RESPONSE TO INTERVENTION: THE SYNERGY OF BEGINNING READING INSTRUCTION AND E... more Page 1. IMPLEMENTING RESPONSE TO INTERVENTION: THE SYNERGY OF BEGINNING READING INSTRUCTION AND EARLY INTERVENING SERVICES Stephanie Al Otaiba, Carol MacDonald Connor, Barbara Foorman, Luana Greulich and Jessica S. Folsom ...
Page 163. 7 Primary Grade Reading Barbara R. Foorman and Carol M. Connor Florida State University... more Page 163. 7 Primary Grade Reading Barbara R. Foorman and Carol M. Connor Florida State University During the first decade of the 21st century, a national focus on primary grade reading has been mandated by the Reading ...
… on Communication Disorders and Sciences in …, Jan 1, 2008
... Thus, resolving the phonological and morphosyntactic differences between AAE and text SAE may... more ... Thus, resolving the phonological and morphosyntactic differences between AAE and text SAE may be more ... The role of phonological memory, word recognition, and comprehension skills in reading development: From preschool ... Very early language deficits in dyslexic children. ...
This study examines growth in oral reading fluency across 2nd and 3rd grade for Latino students g... more This study examines growth in oral reading fluency across 2nd and 3rd grade for Latino students grouped in 3 English proficiency levels: students receiving English as a second language (ESL) services (n = 2,182), students exited from ESL services (n = 965), and students never designated as needing services (n = 1,857). An important focus was to learn whether, within these 3 groups, proficiency levels and growth were reliably related to special education status. Using hierarchical linear modeling, the authors compared proficiency levels and growth in oral reading fluency in English between and within groups and then to state reading benchmarks. Findings indicate that oral reading fluency scores reliably distinguished between students with learning disabilities and typically developing students within each group (effect sizes ranging from 0.96 to 1.51). The growth trajectory included a significant quadratic trend (generally slowing over time). These findings support the effectiveness of using oral reading fluency in English to screen and monitor reading progress under Response to Intervention models, but also suggest caution in interpreting oral reading fluency data as part of the process in identifying students with learning disabilities.
EJ837076 - Emergent Literacy Skills during Early Childhood in Children with Hearing Loss: Strengt... more EJ837076 - Emergent Literacy Skills during Early Childhood in Children with Hearing Loss: Strengths and Weaknesses.
This study investigated how quality of the classroom learning environment influenced first grade ... more This study investigated how quality of the classroom learning environment influenced first grade students' (n = 533) time spent in two non-instructional classroom activities (off-task and in transition) and their subsequent literacy outcomes. Hierarchical linear modeling revealed that higher classroom quality was related to higher student performance in reading comprehension and expressive vocabulary. Further, classroom quality predicted the amount of time students spent off-task and in transitions in the classroom, with slopes of change across the year particularly impacted. Mediation effects were detected in the case of expressive vocabulary such that the influence of classroom quality on students' achievement operated through students' time spent in these non-instructional activities. Results highlight the importance of overall classroom quality to how students navigate the classroom environment during learning opportunities, with subsequent literacy achievement impacted. Implications for policy and educational practices are discussed.
Many assume that cognitive and linguistic processes, such as semantic knowledge (SK) and self-reg... more Many assume that cognitive and linguistic processes, such as semantic knowledge (SK) and self-regulation (SR), subserve learned skills like reading. However, complex models of interacting and bootstrapping effects of SK, SR, instruction, and reading hypothesize reciprocal effects. Testing this " lattice " model with children (n = 852) followed from first to second grade (5.9–10.4 years of age) revealed reciprocal effects for reading and SR, and reading and SK, but not SR and SK. More effective literacy instruction reduced reading stability over time. Findings elucidate the synergistic and reciprocal effects of learning to read on other important linguistic , self-regulatory, and cognitive processes; the value of using complex models of development to inform intervention design; and how learned skills may influence development during middle childhood.
This paper describes the theoretical framework, as well as the development and testing of the int... more This paper describes the theoretical framework, as well as the development and testing of the intervention, Comprehension Tools for Teachers (CTT), which is composed of eight component interventions targeting malleable language and reading comprehension skills that emerging research indicates contribute to proficient reading for understanding for prekindergarteners through fourth graders. Component interventions target processes considered largely automatic as well as more reflective processes, with interacting and reciprocal effects. Specifically, we present component interventions targeting cognitive, linguistic, and text-specific processes, including morphological awareness, syntax, mental-state verbs, comprehension monitoring, narrative and expository text structure, enacted comprehension, academic knowledge, and reading to learn from informational text. Our aim was to develop a tool set composed of intensive meaningful individualized small group interventions. We improved feasibility in regular classrooms through the use of design-based iterative research methods including careful lesson planning, targeted scripting, pre- and postintervention proximal assessments, and technology. In addition to the overall framework, we discuss seven of the component interventions and general results of design and efficacy studies.
Page 1. IMPLEMENTING RESPONSE TO INTERVENTION: THE SYNERGY OF BEGINNING READING INSTRUCTION AND E... more Page 1. IMPLEMENTING RESPONSE TO INTERVENTION: THE SYNERGY OF BEGINNING READING INSTRUCTION AND EARLY INTERVENING SERVICES Stephanie Al Otaiba, Carol MacDonald Connor, Barbara Foorman, Luana Greulich and Jessica S. Folsom ...
Page 163. 7 Primary Grade Reading Barbara R. Foorman and Carol M. Connor Florida State University... more Page 163. 7 Primary Grade Reading Barbara R. Foorman and Carol M. Connor Florida State University During the first decade of the 21st century, a national focus on primary grade reading has been mandated by the Reading ...
… on Communication Disorders and Sciences in …, Jan 1, 2008
... Thus, resolving the phonological and morphosyntactic differences between AAE and text SAE may... more ... Thus, resolving the phonological and morphosyntactic differences between AAE and text SAE may be more ... The role of phonological memory, word recognition, and comprehension skills in reading development: From preschool ... Very early language deficits in dyslexic children. ...
This study examines growth in oral reading fluency across 2nd and 3rd grade for Latino students g... more This study examines growth in oral reading fluency across 2nd and 3rd grade for Latino students grouped in 3 English proficiency levels: students receiving English as a second language (ESL) services (n = 2,182), students exited from ESL services (n = 965), and students never designated as needing services (n = 1,857). An important focus was to learn whether, within these 3 groups, proficiency levels and growth were reliably related to special education status. Using hierarchical linear modeling, the authors compared proficiency levels and growth in oral reading fluency in English between and within groups and then to state reading benchmarks. Findings indicate that oral reading fluency scores reliably distinguished between students with learning disabilities and typically developing students within each group (effect sizes ranging from 0.96 to 1.51). The growth trajectory included a significant quadratic trend (generally slowing over time). These findings support the effectiveness of using oral reading fluency in English to screen and monitor reading progress under Response to Intervention models, but also suggest caution in interpreting oral reading fluency data as part of the process in identifying students with learning disabilities.
EJ837076 - Emergent Literacy Skills during Early Childhood in Children with Hearing Loss: Strengt... more EJ837076 - Emergent Literacy Skills during Early Childhood in Children with Hearing Loss: Strengths and Weaknesses.
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