简介

Dr. Barbara Foorman is the Francis Eppes Professor of Education and the Director of the Florida Center for Reading Research at Florida State University. In 2005, Dr. Foorman served as the first Commissioner of the National Center for Education Research at the Institute of Education Sciences in the U.S. Department of Education. She has over 120 publications in the area of reading and language development, including the chapter on primary grade reading in the Handbook on Reading Research, Vol. IV. She has been principal investigator of federally funded grants on early reading interventions, scaling assessment-driven instruction, development of K-12 reading assessments, and literacy development in Spanish-speaking children. Currently, Dr. Foorman is Principal Investigator and Director of the Regional Education Laboratory-Southeast and the national Center on Instruction—Literacy Strand. She also leads technical assistance grants in Florida. Dr. Foorman is an author of vocabulary, spelling, and phonemic awareness curricula and is a primary author of the TPRI early reading assessment used in Texas and the K-12 Florida Assessments for Instruction in Reading (FAIR) used in Florida. In her current role with FSU, Dr. Foorman has taught courses in Policy Issues in Reading, Theory and Research in Reading and Language/Arts, and Linguistic Research in Reading. Over the course of her career, she has received a research award at the University of Houston, a clinical service award at the University of Texas Health Science Center at Houston, and has been featured in the researcher portrait in FSU’s Research in Review. Dr. Foorman is co-Editor of the Journal of Research on Educational Effectiveness and an editorial board member of several other journals. Currently, she is on the board of the Society for Research on Educational Effectiveness and is chair of an IES Practice Guide panel. She was a reviewer of the ELA Common Core State Standards and has been a member of several national consensus committees related to reading—the National Research Council’s Preventing Reading Disabilities in Young Children, the Framework Committee for the National Assessment of Educational Progress, and a technical advisor to the National Reading Panel. Dr. Foorman received her Doctor of Philosophy in education from the University of California—Berkeley in 1977.