David Francis
Affiliations: | University of Houston, Houston, TX, United States |
Area:
Statistics, Psychometrics, Reading Acquistion and the Early Identification and Prevention of Reading Disabilities, Developmental DisabilitiesWebsite:
http://www.psychology.uh.edu/faculty/faculty.asp?DavidJFrancisGoogle:
"David Francis"Mean distance: 17.76 (cluster 15) | S | N | B | C | P |
Cross-listing: PsychTree - MathTree
Children
Sign in to add trainee| Kimberly Andrews Espy | grad student | 1986-1994 | University of Houston |
| Peter J. Molfese | grad student | 2006-2009 | University of Houston |
| Paulina A. Kulesz | grad student | 2014 | University of Houston |
| Chris Schatschneider | post-doc | University of Houston |
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Publications
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| Tolar TD, Francis DJ, Kulesz PA, et al. (2023) A Latent Class IRT Approach to Defining and Measuring Language Proficiency. Chinese/English Journal of Educational Measurement and Evaluation. 2: 49-73 |
| Francis DJ, Kulesz PA, Khalaf S, et al. (2022) Is the treatment weak or the test insensitive: Interrogating item difficulties to elucidate the nature of reading intervention effects. Learning and Individual Differences. 97 |
| Miciak J, Ahmed Y, Capin P, et al. (2022) The reading profiles of late elementary English learners with and without risk for dyslexia. Annals of Dyslexia. 72: 276-300 |
| Fletcher JM, Francis DJ, Foorman BR, et al. (2021) Early Detection of Dyslexia Risk: Development of Brief, Teacher-Administered Screens. Learning Disability Quarterly : Journal of the Division For Children With Learning Disabilities. 44: 145-157 |
| Ahmed Y, Miciak J, Taylor WP, et al. (2021) 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. Journal of Learning Disabilities. 22219421995904 |
| Barnes MA, Davis C, Kulesz P, et al. (2021) Effects of semantic reinforcement, semantic discrimination, and affix frequency on new word learning in skilled and less skilled readers in Grades 6 to 12. Journal of Experimental Child Psychology. 205: 105083 |
| Francis DJ, Rojas R, Gusewski S, et al. (2019) Speaking and Reading in Two Languages: On the Identification of Reading and Language Disabilities in Spanish-Speaking English Learners. New Directions For Child and Adolescent Development. 2019: 15-41 |
| Khalaf S, Santi KL, Kulesz PA, et al. (2019) Bilingual Phonological Awareness: Construct Validation in Grade 1 Spanish-Speaking English Learners. New Directions For Child and Adolescent Development |
| Santi KL, Khalaf S, Bunta F, et al. (2019) IQ-Achievement Discrepancy for Identification of Disabilities in Spanish-speaking English Learners. New Directions For Child and Adolescent Development |
| Castilla-Earls A, Francis D, Iglesias A, et al. (2019) The Impact of the Spanish-to-English Proficiency Shift on the Grammaticality of English Learners. Journal of Speech, Language, and Hearing Research : Jslhr. 1-16 |