Barbara R. Foorman

Form effects on the estimation of students' oral reading fluency using DIBELS.

Examining General and Specific Factors in the Dimensionality of Oral Language and Reading in 4th-10th Grades.

The Importance of Predictive Power in Early Screening Assessments: Implications for Placement in the Response to Intervention Framework.

The Contribution of Vocabulary Knowledge and Spelling to the Reading Comprehension of Adolescents Who Are and Are Not English Language Learners.

The Structure of Oral Language and Reading and Their Relation to Comprehension in Kindergarten through Grade 2.

Improving the Reliability of Student Scores from Speeded Assessments: An Illustration of Conditional Item Response Theory Using a Computer-Administered Measure of Vocabulary.