David J. Francis
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Psychology researcher at University of Houston
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Psychology
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(Suggest an Edit or Addition)David J. Francis's Published Works
Number of citations in a given year to any of this author's works
Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author
Published Works
- The Role of Instruction in Learning To Read: Preventing Reading Failure in At-Risk Children. (1998) (968)
- Why IQ is not a covariate in cognitive studies of neurodevelopmental disorders (2009) (825)
- Kindergarten Prediction of Reading Skills: A Longitudinal Comparative Analysis (2004) (825)
- Developmental Lag versus Deficit Models of Reading Disability: A Longitudinal, Individual Growth Curves Analysis. (1996) (795)
- Cognitive profiles of reading disability: Comparisons of discrepancy and low achievement definitions. (1994) (702)
- Development of Phonological Awareness (2005) (594)
- Persistence of dyslexia: the Connecticut Longitudinal Study at adolescence. (1999) (493)
- Speed of processing, working memory, and language impairment in children. (2007) (487)
- Subtypes of reading disability: Variability around a phonological core. (1998) (480)
- An introduction to structural equation models. (1988) (435)
- The effects of theoretically different instruction and student characteristics on the skills of struggling readers (2005) (333)
- Analysis of change: modeling individual growth. (1991) (309)
- Oral Language and Reading in Bilingual Children (2006) (300)
- Psychometric Approaches to the Identification of LD (2005) (296)
- Longitudinal neuropsychological outcome in infants and preschoolers with traumatic brain injury (1997) (264)
- An Evaluation of Intensive Intervention for Students with Persistent Reading Difficulties (2006) (240)
- How Letter-Sound Instruction Mediates Progress in First-Grade Reading and Spelling (1991) (238)
- The dimensionality of phonological awareness : An application of item response theory (1999) (235)
- Relationship of Rapid Automatized Naming and Phonological Awareness in Early Reading Development (2002) (230)
- The foundations of literacy: learning the sounds of letters. (1998) (226)
- Response to Intervention for Middle School Students With Reading Difficulties: Effects of a Primary and Secondary Intervention (2010) (223)
- Intelligent testing and the discrepancy model for children with learning disabilities. (1998) (216)
- Accommodations for English Language Learners Taking Large-Scale Assessments: A Meta-Analysis on Effectiveness and Validity (2009) (213)
- Practical guidelines for the education of English language learners: Research-based recommendations for instruction and academic interventions (Under cooperative agreement grant S283B050034 for U. (2006) (203)
- A Matthew effect for IQ but not for reading : results from a longitudinal study (1995) (197)
- Effectiveness of an English Intervention for First‐Grade English Language Learners at Risk for Reading Problems (2006) (192)
- The impact of instructional practices in Grades 1 and 2 on reading and spelling achievement in high poverty schools (2006) (189)
- Spinal lesion level in spina bifida: a source of neural and cognitive heterogeneity. (2005) (185)
- Cognitive correlates of long-term cannabis use in Costa Rican men. (1996) (184)
- D, . Academic literacy instruction for adolescents: A guidance document from the Center on Instruction. (2007) (182)
- The case for early reading intervention. (1997) (180)
- Classification of learning disabilities: An evidence-based evaluation. (2001) (170)
- The Validity of Discrepancy-Based Definitions of Reading Disabilities (1992) (169)
- Measures of Reading Comprehension: A Latent Variable Analysis of the Diagnostic Assessment of Reading Comprehension (2006) (169)
- The Contribution of Attentional Control and Working Memory to Reading Comprehension and Decoding (2014) (167)
- Neuropsychologic effects of chemotherapy on children with cancer: a longitudinal study. (1996) (164)
- Effects of Intensive Reading Remediation for Second and Third Graders and a 1-Year Follow-Up. (2004) (163)
- Form effects on the estimation of students' oral reading fluency using DIBELS. (2008) (160)
- Measures of information processing in rapid automatized naming (RAN) and their relation to reading. (2001) (153)
- Dimensions Affecting the Assessment of Reading Comprehension (2005) (153)
- Evidence-Based Assessment of Learning Disabilities in Children and Adolescents (2005) (149)
- Validity of Alternative Approaches for the Identification of Learning Disabilities (2005) (147)
- Early Interventions for Children with Reading Disabilities. (1997) (146)
- Enhancing Social Studies Vocabulary and Comprehension for Seventh-Grade English Language Learners: Findings From Two Experimental Studies (2009) (145)
- The Impact of an Instructional Intervention on the Science and Language Learning of Middle Grade English Language Learners (2009) (143)
- Effectiveness of a Spanish Intervention and an English Intervention for English-Language Learners at Risk for Reading Problems (2006) (143)
- Cerebral white matter and cognition in hydrocephalic children. (1992) (142)
- Assessment of Reading and Learning Disabilities A Research-Based Intervention-Oriented Approach (2002) (132)
- Perspectives of chronic pain: an evaluative comparison of restrictive and comprehensive models. (1995) (130)
- Effectiveness of Spanish Intervention for First-Grade English Language Learners at Risk for Reading Difficulties (2006) (127)
- Early Identification of Reading Difficulties Using Heterogeneous Developmental Trajectories (2008) (127)
- The Relations Among Oral and Silent Reading Fluency and Comprehension in Middle School: Implications for Identification and Instruction of Students With Reading Difficulties (2011) (124)
- Phonological processing and emergent literacy in younger and older preschool children (2007) (122)
- Relation of phonological and orthographic processing to early reading: Comparing two approaches to regression-based, reading-level-match designs. (1996) (118)
- The necessity of the alphabetic principle to phonemic awareness instruction (2003) (114)
- Validation of the direct and inferential mediation (DIME) model of reading comprehension in grades 7 through 12 (2016) (113)
- Bilingual phonological awareness: Multilevel construct validation among Spanish-speaking kindergarteners in transitional bilingual education classrooms (2006) (113)
- Identifying English Language Learners with Learning Disabilities: Key Challenges and Possible Approaches (2005) (113)
- Construct validity of various memory testing procedures. (1985) (111)
- Development of Bilingual Phonological Awareness in Spanish-Speaking English Language Learners: The Roles of Vocabulary, Letter Knowledge, and Prior Phonological Awareness (2009) (110)
- Teaching English Language Learners At Risk for Reading Disabilities to Read: Putting Research into Practice (2005) (109)
- Agreement among response to intervention criteria for identifying responder status. (2008) (107)
- Evaluation of the Technical Adequacy of Three Methods for Identifying Specific Learning Disabilities Based on Cognitive Discrepancies (2012) (100)
- Verbal and nonverbal skill discrepancies in hydrocephalic children. (1992) (100)
- Response to Intervention with Older Students with Reading Difficulties. (2008) (97)
- Attentional skills and executive functions in children with early hydrocephalus (1996) (96)
- Effects of Individualized and Standardized Interventions on Middle School Students with Reading Disabilities (2011) (93)
- Cognitive Correlates of Inadequate Response to Reading Intervention (2011) (90)
- The relative effects of group size on reading progress of older students with reading difficulties (2010) (88)
- Teacher Characteristics, Classroom Instruction, and Student Literacy and Language Outcomes in Bilingual Kindergartners (2007) (87)
- Effects of Accommodations on High-Stakes Testing for Students with Reading Disabilities (2006) (87)
- Comparisons of Cutoff and Regression-Based Definitions of Reading Disabilities (1989) (87)
- Early Interventions for Children With Reading Problems: Study Designs and Preliminary Findings (1997) (86)
- Adolescents' use of reading comprehension strategies: Differences related to reading proficiency, grade level, and gender (2015) (86)
- Effects of Tier 3 Intervention for Students With Persistent Reading Difficulties and Characteristics of Inadequate Responders. (2013) (86)
- Adolescents’ motivation for reading: group differences and relation to standardized achievement (2014) (85)
- Using the SIOP Model to Promote the Acquisition of Language and Science Concepts with English Learners (2011) (84)
- Variability in outcomes after traumatic brain injury in children: A developmental perspective. (1995) (83)
- Interrelationships between Reading Disability and Attention-Deficit/Hyperactivity Disorder (1995) (83)
- Motor, visual-spatial, and somatosensory skills after closed head injury in children and adolescents: A study of change. (1994) (81)
- Text-Processing Differences in Adolescent Adequate and Poor Comprehenders Reading Accessible and Challenging Narrative and Informational Text. (2015) (80)
- Assessing Reading Comprehension in Bilinguals (2006) (78)
- The measurement of change: Assessing behavior over time and within a developmental context. (1994) (78)
- Regional brain tissue composition in children with hydrocephalus. Relationships with cognitive development. (1996) (76)
- Inferential processing among adequate and struggling adolescent comprehenders and relations to reading comprehension (2015) (74)
- Brain Activation Profiles During the Early Stages of Reading Acquisition (2002) (72)
- Response time in 14-year-olds with language impairment. (2006) (72)
- Increasing the Reading Achievement of At-Risk Children Through Direct Instruction: Evaluation of the Rodeo Institute for Teacher Excellence (RITE) (2002) (71)
- Analysis of reading skills development from kindergarten through first grade: An application of growth mixture modeling to sequential processes (2002) (70)
- A cross-level units-of-analysis approach to individual differences in skill acquisition. (1993) (69)
- Cross-informant symptoms from CBCL, TRF, and YSR: trait and method variance in a normative sample of Russian youths. (2010) (69)
- Memory functions in children with early hydrocephalus. (1998) (69)
- Variability in Text Features in Six Grade 1 Basal Reading Programs (2004) (67)
- Meta-analysis of bilingual phonological awareness: Language, age, and psycholinguistic grain size (2012) (67)
- Verbal and nonverbal skill discrepancies in children with hydrocephalus: a five-year longitudinal follow-up. (1995) (66)
- Object-based and action-based visual perception in children with spina bifida and hydrocephalus (2002) (62)
- Defining Learning and Language Disabilities (1996) (60)
- Phonological processing and emergent literacy in Spanish-speaking preschool children (2006) (60)
- IRTs of the ABCs: children's letter name acquisition. (2012) (59)
- An Experimental Study of Scheduling and Duration of “Tier 2” First-Grade Reading Intervention (2011) (58)
- Early development of neurophysiological processes involved in normal reading and reading disability: a magnetic source imaging study. (2005) (57)
- Morphometric evaluation of the hydrocephalic brain: relationships with cognitive development (1996) (56)
- Extending the Simple View of Reading to Account for Variation Within Readers and Across Texts: The Complete View of Reading (CVRi) (2018) (55)
- Covert orienting to exogenous and endogenous cues in children with spina bifida (2005) (54)
- One-Year Follow-Up Outcomes of Spanish and English Interventions for English Language Learners at Risk for Reading Problems (2009) (54)
- The Adequacy of Tools for Assessing Reading Competence: A Framework and Review (2006) (54)
- Brain Mechanisms for Reading in Children With and Without Dyslexia: A Review of Studies of Normal Development and Plasticity (2003) (54)
- A Response to Recent Reanalyses of the National Reading Panel Report: Effects of Systematic Phonics Instruction Are Practically Significant. (2008) (54)
- Spina Bifida: Genes, Brain, and Development (2004) (53)
- Behavioral adjustment of children with hydrocephalus: relationships with etiology, neurological, and family status. (1995) (52)
- Psychometric properties of family members' reports of parental physical aggression toward clinic-referred children. (1997) (51)
- Differential outcomes associated with early medical complications in premature infants. (1984) (50)
- Growth in Precursor and Reading‐Related Skills: Do Low‐Achieving and IQ‐Discrepant Readers Develop Differently? (2002) (49)
- Mapping of receptive language cortex in bilingual volunteers by using magnetic source imaging. (2001) (48)
- The Nature of Spanish versus English Language Use at Home. (2014) (48)
- Defining patterns of drinking in adolescence: a cluster analytic approach. (1992) (45)
- Psychometric Properties of the Washington University Sentence Completion Test (1992) (44)
- Visual attention skills of premature infants with and without intraventricular hemorrhage (1985) (44)
- Helping ELLs Meet the Common Core State Standards for Literacy in Science: The Impact of an Instructional Intervention Focused on Academic Language (2014) (43)
- Motor learning in children with spina bifida: Dissociation between performance level and acquisition rate (2004) (42)
- Beyond the bilingual advantage: The potential role of genes and environment on the development of cognitive control (2015) (41)
- Instructional Models and Strategies for Teaching English Language Learners. (2009) (40)
- Relationship among social and intrapersonal risk, alcohol expectancies, and alcohol usage among early adolescents. (1993) (39)
- Pictures and Words: Spanish and English Vocabulary in Classrooms. (2009) (38)
- How Important Is Teaching Phonemic Awareness to Children Learning to Read in Spanish? (2014) (38)
- National Reading Panel TEACHING CHILDREN TO READ : An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction 3 (2012) (37)
- The Effects of Student and Text Characteristics on the Oral Reading Fluency of Middle-Grade Students. (2014) (37)
- Research-Based Recommendations for the Use of Accommodations in Large-Scale Assessments. Practical Guidelines for the Education of English Language Learners. Book 3 of 3. (2006) (36)
- Cognitive Discrepancy Models for Specific Learning Disabilities Identification: Simulations of Psychometric Limitations (2017) (36)
- Methodological Issues in the Classification of Attention-Related Disorders (1991) (35)
- Development of Phonological (2016) (35)
- Exploring connections among reading, spelling, and phonemic segmentation during first grade (1994) (34)
- Absence of synergistic effects of CNS treatments on neuropsychologic test performance among children. (1991) (34)
- The influence of properties of the test and their interactions with reader characteristics on reading comprehension: an explanatory item response study (2016) (33)
- Psychometric Properties of Maze Tasks in Middle School Students (2012) (33)
- Peripersonal spatial attention in children with spina bifida: Associations between horizontal and vertical line bisection and congenital malformations of the corpus callosum, midbrain, and posterior cortex (2005) (33)
- The Relation of Knowledge-Text Integration Processes and Reading Comprehension in 7th- to 12th-Grade Students (2015) (32)
- Introduction to Individual Growth Curve Analysis (2000) (31)
- Space-based inhibition of return in children with spina bifida. (2005) (30)
- Contextual effects of bilingual programs on beginning reading. (2010) (29)
- Effective Practices for English Language Learners in the Middle Grades: Introduction to the Special Issue of Journal of Research on Educational Effectiveness (2009) (28)
- Neurobehavioral outcomes in diseases of childhood. Individual change models for pediatric human immunodeficiency viruses. (1991) (27)
- Research-Based Recommendations for Serving Adolescent Newcomers. Practical Guidelines for the Education of English Language Learners. Book 2 of 3. (2006) (26)
- Research-Based Recommendations for Instruction and Academic Interventions. Practical Guidelines for the Education of English Language Learners. Book 1 of 3. (2006) (26)
- Contextual effects on predicting risk for reading difficulties in first and second grade (2008) (25)
- Language and Reading Interventions for English Language Learners and English Language Learners with Disabilities. (2009) (25)
- Classification of learning disabilities: Relationships with other childhood disorders. (1993) (24)
- Reliability and Validity of Oral Reading Fluency Median and Mean Scores Among Middle Grade Readers When Using Equated Texts (2012) (24)
- Predicting reading outcomes with progress monitoring slopes among middle grade students. (2014) (24)
- Links among segmenting, spelling, and reading words in first and second Grades (1993) (24)
- A test of the cerebellar hypothesis of dyslexia in adequate and inadequate responders to reading intervention (2010) (23)
- Validity of intelligence test scores in the definition of learning disability: A critical analysis. (1991) (22)
- An Investigation of the Structural Validity of Loevinger's Model and Measure of Ego Development (1994) (22)
- Construct equivalence as an approach to replacing validated cognitive ability selection tests. (1989) (22)
- Agreement and Coverage of Indicators of Response to Intervention: A Multimethod Comparison and Simulation (2014) (21)
- Effects of a Bundled Accommodations Package on High-Stakes Testing for Middle School Students with Reading Disabilities (2009) (21)
- Specific language deficiencies in children with early onset hydrocephalus (1995) (21)
- Longitudinal study of the feasibility of using ecological momentary assessment to study teacher stress: Objective and self-reported measures. (2016) (20)
- The moderating influence of instructional intensity and word type on the acquisition of academic vocabulary in young English language learners (2018) (20)
- Discriminant validity of lateral sensorimotor tests in children. (1988) (20)
- Neurobehavior in preterm neonates exposed to cocaine, alcohol, and tobacco (1997) (18)
- Effective Practices for English Language Learners: Principals from Five States Speak. (2010) (17)
- A five-factor model for motor, psychomotor, and visual-spatial tests used in the neuropsychological assessment of children. (1992) (16)
- An Application of Hierarchical Linear Modeling (2012) (14)
- Examining a motivational treatment and its impact on adolescents' reading comprehension and fluency (2017) (14)
- Long-Term Follow-Up of Spanish and English Interventions for First-Grade English Language Learners at Risk for Reading Problems (2008) (13)
- Response: Misrepresentation of Research by Other Researchers (2000) (12)
- A Structural Model for Developmental Changes in the Determinants of Reading Achievement (1989) (11)
- Early Detection of Dyslexia Risk: Development of Brief, Teacher-Administered Screens (2020) (11)
- Visual-Motor Integration Skills: Accuracy of Predicting Reading (2015) (11)
- Moving Forward by Looking Back: Understanding Why Some Spanish-Speaking English Learners Fall Behind. (2019) (10)
- Reliability of brain structure morphometry in hydrocephalic children using MR images. (1996) (10)
- The Timing of Early Reading Assessment in Kindergarten (2009) (10)
- Prenatal Cocaine Exposure and Prematurity: Neurodevelopmental Growth (2000) (9)
- Multi-Stage Analysis of Sequential Developmental Processes To Study Reading Progress: New Methodological Developments Using General Growth Mixture Modeling. CSE Technical Report 489. (1998) (8)
- Speaking and Reading in Two Languages: On the Identification of Reading and Language Disabilities in Spanish-Speaking English Learners. (2019) (8)
- Neuropsychological changes in children with cancer: The treatment of missing data in longitudinal studies (1994) (8)
- Bilingual Phonological Awareness: Construct Validation in Grade 1 Spanish-Speaking English Learners. (2019) (8)
- Longitudinal Changes in Disability Rating Scale Scores: A Secondary Analysis Among Patients With Severe TBI Enrolled in the Epo Clinical Trial (2019) (7)
- An Investigation of an Intervention to Promote Inference Generation by Adolescent Poor Comprehenders (2017) (7)
- Cognitive Difficulties in Struggling Comprehenders and Their Relation to Reading Comprehension: A Comparison of Group Selection and Regression-Based Models (2016) (6)
- Reading Comprehension and Academic Vocabulary: Exploring Relations of Item Features and Reading Proficiency (2021) (6)
- Relations between volumetric measures of brain structure and attentional function in spina bifida: utilization of robust statistical approaches. (2015) (6)
- Towards a Dynamic Integrative Theory of Educator Stress (2017) (6)
- Selected theoretical perspectives of chronic pain: Specifying structural models (1995) (5)
- Structure Altering Effects of a Multicomponent Reading Intervention: An Application of the Direct and Inferential Mediation (DIME) Model of Reading Comprehension in Upper Elementary Grades (2021) (5)
- Research-Based Recommendations for the Use of Accommodations in Large-Scale Assessments: 2012 Update. Practical Guidelines for the Education of English Language Learners. Book 4. (2012) (5)
- Different Approaches to Equating Oral Reading Fluency Passages (2016) (5)
- Implications of an Occupational Health Perspective for Educator Stress Research, Practice, and Policy (2017) (5)
- English Learners’ Acquisition of Academic Vocabulary: Instruction Matters, but So Do Word Characteristics (2020) (4)
- Issues in Research Methodology on Educator Stress (2017) (3)
- APPLICATION OF TWO-LEVEL NEGATIVE EXPONENTIAL MODEL TO CHILDREN'S LEARNING CURVE IN READING (2002) (3)
- Developmental changes in reading do not alter the development of visual processing skills: an application of explanatory item response models in grades K-2 (2015) (3)
- IQ-Achievement Discrepancy for Identification of Disabilities in Spanish-speaking English Learners. (2019) (3)
- Using Ecological Momentary Assessment to Study Job Stress Process in Middle School Teachers: (651092012-001) (2012) (3)
- Identification, Classification, and Treatment of Reading and Language Disabilities in Spanish-Speaking EL Students: Introduction to the Special Issue. (2019) (2)
- Immersion versus Primary Language Effects for Growth in Spanish and English Letter-Word Identification among Children, Classrooms, and Schools. (2011) (2)
- The Effect of Reading Duration on the Reliability and Validity of Middle School Students’ ORF Performance (2014) (2)
- Effects of Technology Enhancements and Type of Teacher Support on Assessing Spanish-Speaking Children’s Oral Reading Fluency in Second Grade (2011) (2)
- Developmental trajectories for literacy and math skills from primary to secondary school (2022) (2)
- Effects of semantic reinforcement, semantic discrimination, and affix frequency on new word learning in skilled and less skilled readers in Grades 6 to 12. (2021) (2)
- Latent growth modeling of developmentally evolving constructs: Modeling sequential processes (1998) (1)
- Teaching English Language Learners in Inclusion Settings (2014) (1)
- An Application of Hierarchical Linear Modeling to Group Research. (1989) (1)
- Characterization of English and Spanish language proficiency among middle school English learners with reading difficulties (2022) (1)
- Treatment of Dyslexia (2020) (0)
- Language Development for English Language Learners. Facilitator's Guide. (2009) (0)
- Is the treatment weak or the test insensitive: Interrogating item difficulties to elucidate the nature of reading intervention effects (2022) (0)
- Evaluation of an integrated personalized feedback intervention for hazardous drinkers with elevated anxiety sensitivity and PTSD symptoms: Protocol for a randomized controlled trial (2023) (0)
- Theories of chronic pain: How to proceed (1995) (0)
- A Latent Class IRT Approach to Defining and Measuring Language Proficiency. (2021) (0)
- The Complex Role of Utterance Length on Grammaticality: Multivariate Multilevel Analysis of English and Spanish Utterances of First-Grade English Learners. (2021) (0)
- The Exceptionality of Twice-Exceptionality: Examining Combined Prevalence of Giftedness and Disability Using Multivariate Statistical Simulation (2023) (0)
- Multiple Determinants of Success in Reading Comprehension (2017) (0)
- Explaining Variation in Findings From Efficacy and Effectiveness Studies for English Reading Interventions for English Learners (2019) (0)
- How Do We Match Instructional Effectiveness with Learning Curves (2015) (0)
- Assessment Challenges and Solutions With Young Second Language Learning Children (2000) (0)
- Adolescents’ motivation for reading: group differences and relation to standardized achievement (2013) (0)
- Book Reviews (1987) (0)
- Correlations of Paired Current and Experimental Tests for Job , Sex , and Ethnic Subgroups (2001) (0)
- Instructional Variability in Bilingual Education Programs: Time of Year, Raters, and Content. (2012) (0)
- Physical growth and neurobehavior in at-risk preterm neonates (1998) (0)
- Validity of the Concept of Dyslexia: Alternative Approaches to Definition and Classification (2020) (0)
- Words in First and Second Grades (2012) (0)
- The reading profiles of late elementary English learners with and without risk for dyslexia (2022) (0)
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David J. Francis is affiliated with the following schools:
