Barbara Foorman, Ph.D.
Stephanie Al Otaiba, Ph.D.
Director Dr. Foorman is the Francis Eppes Professor of Education with expertise in the research of reading instruction and assessment. During 2005, she served as the Commissioner of Education Research in the Institute of Education Sciences.
Joseph Torgesen, Ph.D. Director Emeritus
Dr. Torgesen is a Professor Emeritus of Psychology with expertise in the research of the prevention and remediation of reading difficulties.
Richard Wagner, Ph.D. Associate Director
Dr. Wagner holds the W. Russell and Eugenia Morcom Chair of Psychology and Education with expertise in the research of the assessment of reading and intelligence.
Christopher Lonigan, Ph.D. Associate Director
Dr. Lonigan is a Professor of Psychology with expertise in the research of literacy instruction and assessments for students at the pre-K level.
Chris Schatschneider, Ph.D. Associate Director
Dr. Schatschneider is a Professor of Psychology with expertise in the research of applying measurement and statistical models to the relationships between reading and pre-reading skills.
Associate Professor, School of Teacher Education, College of Education
Carol Connor, Ph.D. Associate Professor, Department of Psychology, College of Arts and Sciences
Young-Suk Kim, Ph.D. Assistant Professor, School of Teacher Education, College of Education
Beth Phillips, Ph.D.
THE FLORIDA CENTER FOR READING RESEARCH
Assistant Professor, Department of Educational Psychology and Learning Systems, College of Education
Ralph Radach, Ph.D. Associate Professor, Department of Psychology, College of Arts and Sciences
Jeannie Wanzek, Ph.D. Assistant Professor, School of Teacher Education, College of Education
Karl Hook, M.S. Director Progress Monitoring and Reporting Network
Debby Houston-Miller, Ph.D. Deputy Director Center on Instruction â€“ Literacy Strand
Peter Lenkway, Ph.D. Associate Director for Administration Florida Center for Reading Research
Yaacov Petscher, Ph.D. Director of Research Florida Center for Reading Research
THE FLORIDA CENTER FOR READING RESEARCH 2010 Levy Avenue, Suite 100 Tallahassee, FL 32310 Phone 850-644-9352 FAX 850-644-9085 www.fcrr.org
THE FLORIDA STATE UNIVERSITY
ABOUT THE CENTER The Florida Center for Reading Research was established by Governor Jeb Bush in January 2002. It is jointly administered at The Florida State University by the Learning Systems Institute and the College of Arts and Sciences.
THE CENTER’S MISSION
To conduct basic research on reading, reading growth, reading assessment, and reading instruction that will contribute to the scientific knowledge of reading and benefit students in Florida and throughout the nation.
To disseminate information about research-based practices related to literacy instruction and assessment for children in pre-school through 12th grade.
To conduct applied research that will have an immediate impact on policy and practices related to literacy instruction in Florida. To provide technical assistance to Florida’s schools and to the state Department of Education for the improvement of literacy outcomes in students from pre-K through 12th grade.
Learning Disabilities: Multidisciplinary Research Center This Center is creating and evaluating an approach to professional development and technology use designed to enable teachers to provide effective individualized reading instruction that can enhance children’s early reading skills.
Service and Training Projects
Measuring Reading Progress in Struggling Adolescents This study examines the application of advanced psychometric methodology to the Florida Assessment for Instruction in Reading (FAIR) computer adaptive system.
have a web-based score entry component and scores from the grades 3-12 computerized assessments are directly imported into the Progress Monitoring and Reporting Network (PMRN).
Child-by-Instruction Interactions in Literacy: Examining Causal Effects of Individualized Instruction in Second and Third Grade This study replicates, in rural schools, the first, second, and third grade findings that individualizing literacy instruction, supported by Assessment-to-Instruction (A2i) software, results in significantly stronger student reading outcomes. Intensive Frequency and Quality of Academic Engagement with Teachers and Text and the Relationship to Student Literacy for Kindergarten Students At-Risk for Reading Difficulties This study investigates how instructional context variables, specifically academic engagement with the teacher and engagement in reading print, relate to literacy development for kindergarten students at risk for reading difficulties.
FSU Research and Development Center for Pre-K to 5th Grade Student Comprehension: Examining Effective Intervention Targets, Longitudinal Intensity, and Scaling Factor This Center, using a combination of basic science, development, and evaluation studies conducted in Florida, (a) identifies the key language, cognitive, and regulatory components necessary for strong comprehension of spoken and printed language, (b) develops, refines, and evaluates instructional activities that teachers can effectively use to increase the language and reading comprehension skills of children in pre-K to 5th grade, and (c) develops and evaluates an online professional development system that will support teachers’ use of these instructional activities.
Using Educational Television to Enhance Young Children’s Language & Vocabulary Skills This study develops and documents the feasibility, applicability to diverse settings, and fidelity of implementation of an intervention designed to enhance and accelerate the vocabulary and language acquisition of at-risk preschool children.
Developing Dynamic Forecasting Intervention Models for Upper Elementary Students This study observes fourth and fifth grade students through assessments, video coding, and eye-tracking to develop dynamic forecasting intervention models.
Development of a Comprehensive Assessment System for Spanish-speaking English Language Learners’ Early Literacy Skills This study develops and validates measures of key early literacy skills for use with Spanish-speaking ELL preschoolers.
Promoting the School Readiness Skills of Spanishspeaking English Language Learners This study evaluates the benefits of an academically-focused preschool curriculum on the school readiness skills and subsequent academic achievement of children who are Spanishspeaking English language learners (ELL).
Florida Assessment for Instruction in Reading (FAIR)
This new assessment system provides teachers with screening, progress monitoring, and diagnostic information that is essential to guiding instruction. The K-2 assessments
Center on Instruction – Literacy Strand This project develops resources and provides technical assistance to the 16 Regional Comprehensive Centers and their work with states to improve educational policy and practices in K-12 literacy. Florida Teacher Quality Grants Program This professional development project seeks to increase teachers’ knowledge of discipline-specific content and literacy practices to enable all students to access content of the Next Generation Sunshine State Literacy Standards. Predoctoral Interdisciplinary Research Training (PIRT) Fellowship This fellowship provides research training to doctoral students of psychology, education, communication disorders, and other disciplines. Postdoctoral Interdisciplinary Research Training Fellowship This fellowship provides advanced research training to postdoctoral students in the education sciences.