Peer Reviewed Publications
2019
Reed, D. K., Aloe, A., Reeger, A. J., & Folsom, J. S. (2019). Defining summer gain among elementary students with or at-risk for reading disabilities. Exceptional Children, Online First, 1-19. doi: 10.1177/0014402918819426
2018
Quinn, J. M., Folsom, J. S., Petscher, Y. (2018). Peer effects on vocabulary knowledge: A linear quantile mixed-modeling approach. Education Sciences, 8(4), 181. doi: 10.3390/educsci8040181
Folsom, J. S., Reed, D. K., Aloe, A. & Schmitz, S. (2018). Instruction in district-designed intensive summer reading programs. Learning Disability Quarterly, Online First, 1-14. doi: 10.1177/0731948718765207
Reed, D. K., Jemison, E., Weber, A., & Folsom, J. S. (2018). Electronic graphic organizers for learning science vocabulary and concepts: The effects of online synchronous discussion. The Journal of Experimental Education, Online First, 1-23. doi: 10.1080/00220973.2018.1496061
2017
Folsom, J. S., Osborne-Lampkin, L., Cooley, S., & Smith, K. (2017). Implementing the extended school day policy in Florida’s 300 lowest performing elementary schools (REL 2017-253). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast. Retrieved from http://ies.ed.gov/ncee/edlabs.
Folsom, J. S., Smith, K., Burk, K., & Oakley, N. (2017). Educator outcomes surrounding implementation of Mississippi’s K-3 early literacy professional development initiative (REL 2017-270). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast. Retrieved from http://ies.ed.gov/ncee/edlabs.
Osborne-Lampkin, L. & Folsom. J. S. (2017). Characteristics and career paths of North Carolina school leaders (REL 2017-230). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast. Retrieved from http://ies.ed.gov/ncee/edlabs.
2016
Folsom, J. S., Petscher, Y., Osborne-Lampkin, L., Cooley, S., Herrera, S., Partridge, M., & Smith, K. (2016). School reading performance and the extended school day policy at Florida’s lowest performing elementary schools (REL 2016–141). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Central. Retrieved from http://ies.ed.gov/ncee/edlabs.
2015
Al Otaiba, S., Folsom, J. S., Wanzek, J., Greulich, L., Waesche, J., Schatschneider, C. & Connor, C. M. (2015). Professional development to differentiate kindergarten Tier 1 instruction: Can already effective teachers improve student outcomes by differentiating Tier 1 instruction? Reading and Writing Quarterly, 32(5), 454-476. doi: 10.1080/10573569.2015.1021060
Allor, J. H., Al Otaiba, S., & Folsom, J. S. (updated 2015, 2014, 2011). Literacy Development and Language Acquisition. In Oxford Bibliographies Online: Education. Ed. Jim Guthrie and Patrick Schuermann. New York: Oxford University Press.
Folsom, J. S., Osborne-Lampkin, L., & Herrington, C. (2015). A descriptive analysis of the principal workforce in Florida schools (REL 2015–068). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast. Retrieved from http://ies.ed.gov/ncee/edlabs.
Osborne-Lampkin, L., Folsom, J. S., and Herrington, C. D. (2015). A systematic review of the relationships between principal characteristics and student achievement (REL 2016–091). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast. Retrieved from http://ies.ed.gov/ncee/edlabs.
2014
Al Otaiba, S. Connor, C. M., Folsom, J. S., Greulich, L., Wanzek, J., & Schatschneider, C. (2014). To wait in Tier 1 or intervene immediately: A randomized experiment examining first grade Response to Intervention (RTI) in reading. Exceptional Children, 81(1), 11-27. doi: 10.1177/0014402914532234.
Allor, J., Al Otaiba, S., Ortiz, M, & Folsom, J. S. (2014). Comprehensive beginning reading. In D. Browder & F. Spooner (Eds.), MORE Language Arts, Math, and Science for Students with Severe Disabilities. Baltimore, MD: Brookes.
Folsom, J. S., Osborne-Lampkin, L., & Herrington, C. D. (2014). Using administrative data for research: A companion guide to A descriptive analysis of the principal workforce in Florida schools (REL 2015–049). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast. Retrieved from http://ies.ed.gov/ncee/edlabs.
Kim, Y-S., Al Otaiba, S., Folsom, J. S., Greulich, L., & Puranik, C. (2014). Evaluating the dimensionality of first grade written composition. Journal of Speech, Language, and Hearing Research, 57, 199-211. doi: 10.1044/1092-4388(2013/12-0152)
Kim, Y-S., Al Otaiba, S., Puranik, C., Folsom, J. S., & Greulich, L. (2014). The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners. Reading and Writing: An Interdisciplinary Journal, 27 (2), 237-253. doi: 10.1007/s11145-013-9440-9
Puranik, C. S., Al Otaiba, S., Folsom, J. S., & Greulich, L. (2014). Exploring the amount and type of writing instruction during language arts instruction in kindergarten classrooms. Reading and Writing: An Interdisciplinary Journal, 27 (2), 213-236. Doi: 10.1007/s11145-013-9441-8
2013
Kim, Y-S., Al Otaiba, S., Folsom, J. S., & Greulich, L. (2013). Language, literacy, and attentional behaviors, and instructional quality predictors of written composition for first graders. Early Childhood Research Quarterly, 28, 461-469. doi: 10.1016/j.ecresq.2013.01.001
2012
Al Otaiba, S., Lake, V. E., Greulich, L., Folsom, J. S., & Guidry, L. (2012). Preparing beginning reading teachers: An experimental comparison of initial early literacy field experiences. Reading and Writing, 25(1), 109-129. doi: 10.1007/s11145-010-9250-2
Folsom, J. S. (2012). A comparison of reading growth and outcomes of kindergarten students with cognitive impairments to their typical peers: The impact of instruction (Doctoral dissertation, The Florida State University).
Ortiz, M., Folsom, J. S., Al Otaiba, S., Greulich, L., Thomas-Tate, S., & Connor, C. (2012). The componential model of reading: Predicting first grade reading performance of culturally diverse students from ecological, psychological, and cognitive factors assessed at kindergarten entry. Journal of Learning Disabilities, 45(5), 406-417. doi: 10.1177/0022219411431242
Sáez, L., Folsom, J. S., Al Otaiba, S., & Schatschneider, C. (2012). Relations among student attention behaviors, teacher practices, and beginning word reading skill. Journal of Learning Disabilities, 45(5), 418-432. doi: 10.1177/0022219411431243
Solari, E., Petscher, Y., & Folsom, J. (2012). Differentiating literacy growth of ELL students with LD from other high-risk subgroups and general education peers: Evidence from grades 3-10. Journal of Learning Disabilities, 47(4), 1-20. doi: 10.1177/0022219412463435
2011
Al Otaiba, S., Connor, C. M., Folsom, J. S., Greulich, L., Meadows, J., & Li, Z. (2011). Assessment data-informed guidance to individualize kindergarten reading instruction: Findings from a cluster-randomized control field trial. Elementary School Journal, 111(4), 535-560. doi: 10.1086/659031
Al Otaiba, S., Folsom, J. S., Schatschneider, C., Wanzek, J., Greulich, L., Meadows, J., & Li, Z. (2011). Predicting first grade reading performance from kindergarten response to instruction. Exceptional Children, 77 (4), 453-470. doi: 10.1177/001440291107700405
Allor, J., Al Otaiba, S., & Folsom, J. S. (2011). Literacy development and language acquisition. Oxford Bibliographies Online. doi: 10.1093/OBO/9780199756810-0025
Kim, Y.-S., Al Otaiba, S., Puranik, C., Folsom, J., Greulich, L. & Wagner, R. (2011). Componential skills of beginning writing: An exploratory study at the end of kindergarten. Learning and Individual Differences, 21(5), 517-525. doi:10.1016/j.lindif.2011.06.004
2010
Al Otaiba, S., Puranik, C., Rouby, D. A., Greulich, L., Folsom, J. S., & Lee, J. (2010). Predicting kindergartners’ end of year spelling ability from their reading, alphabetic, vocabulary, and phonological awareness skills, and prior literacy experiences. Learning Disabilities Quarterly, 33(3), 171-184. doi: 10.1177/073194871003300306
2009
Al Otaiba, S., Connor, C. M., Foorman, B., Schatschneider, C., Greulich, L., & Folsom, J. S. (2009). Identifying and intervening with beginning readers who are at-risk for dyslexia: Advances in individualized classroom instruction. Perspectives, Fall, 13-19. PMID: 25598861
Al Otaiba, S., Connor, C. M., Foorman, B., Greulich, L. & Folsom J. S. (2009). Implementing response to intervention: The synergy of beginning reading instruction and early intervening services. In T. E. Scruggs & M. A. Mastropieri (Eds.), Policy and practice: Advances in learning and behavioral disabilities (vol. 22). Bingley, UK: Emerald.
Reed, D. K., Aloe, A., Reeger, A. J., & Folsom, J. S. (2019). Defining summer gain among elementary students with or at-risk for reading disabilities. Exceptional Children, Online First, 1-19. doi: 10.1177/0014402918819426
2018
Quinn, J. M., Folsom, J. S., Petscher, Y. (2018). Peer effects on vocabulary knowledge: A linear quantile mixed-modeling approach. Education Sciences, 8(4), 181. doi: 10.3390/educsci8040181
Folsom, J. S., Reed, D. K., Aloe, A. & Schmitz, S. (2018). Instruction in district-designed intensive summer reading programs. Learning Disability Quarterly, Online First, 1-14. doi: 10.1177/0731948718765207
Reed, D. K., Jemison, E., Weber, A., & Folsom, J. S. (2018). Electronic graphic organizers for learning science vocabulary and concepts: The effects of online synchronous discussion. The Journal of Experimental Education, Online First, 1-23. doi: 10.1080/00220973.2018.1496061
2017
Folsom, J. S., Osborne-Lampkin, L., Cooley, S., & Smith, K. (2017). Implementing the extended school day policy in Florida’s 300 lowest performing elementary schools (REL 2017-253). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast. Retrieved from http://ies.ed.gov/ncee/edlabs.
Folsom, J. S., Smith, K., Burk, K., & Oakley, N. (2017). Educator outcomes surrounding implementation of Mississippi’s K-3 early literacy professional development initiative (REL 2017-270). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast. Retrieved from http://ies.ed.gov/ncee/edlabs.
Osborne-Lampkin, L. & Folsom. J. S. (2017). Characteristics and career paths of North Carolina school leaders (REL 2017-230). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast. Retrieved from http://ies.ed.gov/ncee/edlabs.
2016
Folsom, J. S., Petscher, Y., Osborne-Lampkin, L., Cooley, S., Herrera, S., Partridge, M., & Smith, K. (2016). School reading performance and the extended school day policy at Florida’s lowest performing elementary schools (REL 2016–141). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Central. Retrieved from http://ies.ed.gov/ncee/edlabs.
2015
Al Otaiba, S., Folsom, J. S., Wanzek, J., Greulich, L., Waesche, J., Schatschneider, C. & Connor, C. M. (2015). Professional development to differentiate kindergarten Tier 1 instruction: Can already effective teachers improve student outcomes by differentiating Tier 1 instruction? Reading and Writing Quarterly, 32(5), 454-476. doi: 10.1080/10573569.2015.1021060
Allor, J. H., Al Otaiba, S., & Folsom, J. S. (updated 2015, 2014, 2011). Literacy Development and Language Acquisition. In Oxford Bibliographies Online: Education. Ed. Jim Guthrie and Patrick Schuermann. New York: Oxford University Press.
Folsom, J. S., Osborne-Lampkin, L., & Herrington, C. (2015). A descriptive analysis of the principal workforce in Florida schools (REL 2015–068). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast. Retrieved from http://ies.ed.gov/ncee/edlabs.
Osborne-Lampkin, L., Folsom, J. S., and Herrington, C. D. (2015). A systematic review of the relationships between principal characteristics and student achievement (REL 2016–091). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast. Retrieved from http://ies.ed.gov/ncee/edlabs.
2014
Al Otaiba, S. Connor, C. M., Folsom, J. S., Greulich, L., Wanzek, J., & Schatschneider, C. (2014). To wait in Tier 1 or intervene immediately: A randomized experiment examining first grade Response to Intervention (RTI) in reading. Exceptional Children, 81(1), 11-27. doi: 10.1177/0014402914532234.
Allor, J., Al Otaiba, S., Ortiz, M, & Folsom, J. S. (2014). Comprehensive beginning reading. In D. Browder & F. Spooner (Eds.), MORE Language Arts, Math, and Science for Students with Severe Disabilities. Baltimore, MD: Brookes.
Folsom, J. S., Osborne-Lampkin, L., & Herrington, C. D. (2014). Using administrative data for research: A companion guide to A descriptive analysis of the principal workforce in Florida schools (REL 2015–049). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast. Retrieved from http://ies.ed.gov/ncee/edlabs.
Kim, Y-S., Al Otaiba, S., Folsom, J. S., Greulich, L., & Puranik, C. (2014). Evaluating the dimensionality of first grade written composition. Journal of Speech, Language, and Hearing Research, 57, 199-211. doi: 10.1044/1092-4388(2013/12-0152)
Kim, Y-S., Al Otaiba, S., Puranik, C., Folsom, J. S., & Greulich, L. (2014). The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners. Reading and Writing: An Interdisciplinary Journal, 27 (2), 237-253. doi: 10.1007/s11145-013-9440-9
Puranik, C. S., Al Otaiba, S., Folsom, J. S., & Greulich, L. (2014). Exploring the amount and type of writing instruction during language arts instruction in kindergarten classrooms. Reading and Writing: An Interdisciplinary Journal, 27 (2), 213-236. Doi: 10.1007/s11145-013-9441-8
2013
Kim, Y-S., Al Otaiba, S., Folsom, J. S., & Greulich, L. (2013). Language, literacy, and attentional behaviors, and instructional quality predictors of written composition for first graders. Early Childhood Research Quarterly, 28, 461-469. doi: 10.1016/j.ecresq.2013.01.001
2012
Al Otaiba, S., Lake, V. E., Greulich, L., Folsom, J. S., & Guidry, L. (2012). Preparing beginning reading teachers: An experimental comparison of initial early literacy field experiences. Reading and Writing, 25(1), 109-129. doi: 10.1007/s11145-010-9250-2
Folsom, J. S. (2012). A comparison of reading growth and outcomes of kindergarten students with cognitive impairments to their typical peers: The impact of instruction (Doctoral dissertation, The Florida State University).
Ortiz, M., Folsom, J. S., Al Otaiba, S., Greulich, L., Thomas-Tate, S., & Connor, C. (2012). The componential model of reading: Predicting first grade reading performance of culturally diverse students from ecological, psychological, and cognitive factors assessed at kindergarten entry. Journal of Learning Disabilities, 45(5), 406-417. doi: 10.1177/0022219411431242
Sáez, L., Folsom, J. S., Al Otaiba, S., & Schatschneider, C. (2012). Relations among student attention behaviors, teacher practices, and beginning word reading skill. Journal of Learning Disabilities, 45(5), 418-432. doi: 10.1177/0022219411431243
Solari, E., Petscher, Y., & Folsom, J. (2012). Differentiating literacy growth of ELL students with LD from other high-risk subgroups and general education peers: Evidence from grades 3-10. Journal of Learning Disabilities, 47(4), 1-20. doi: 10.1177/0022219412463435
2011
Al Otaiba, S., Connor, C. M., Folsom, J. S., Greulich, L., Meadows, J., & Li, Z. (2011). Assessment data-informed guidance to individualize kindergarten reading instruction: Findings from a cluster-randomized control field trial. Elementary School Journal, 111(4), 535-560. doi: 10.1086/659031
Al Otaiba, S., Folsom, J. S., Schatschneider, C., Wanzek, J., Greulich, L., Meadows, J., & Li, Z. (2011). Predicting first grade reading performance from kindergarten response to instruction. Exceptional Children, 77 (4), 453-470. doi: 10.1177/001440291107700405
Allor, J., Al Otaiba, S., & Folsom, J. S. (2011). Literacy development and language acquisition. Oxford Bibliographies Online. doi: 10.1093/OBO/9780199756810-0025
Kim, Y.-S., Al Otaiba, S., Puranik, C., Folsom, J., Greulich, L. & Wagner, R. (2011). Componential skills of beginning writing: An exploratory study at the end of kindergarten. Learning and Individual Differences, 21(5), 517-525. doi:10.1016/j.lindif.2011.06.004
2010
Al Otaiba, S., Puranik, C., Rouby, D. A., Greulich, L., Folsom, J. S., & Lee, J. (2010). Predicting kindergartners’ end of year spelling ability from their reading, alphabetic, vocabulary, and phonological awareness skills, and prior literacy experiences. Learning Disabilities Quarterly, 33(3), 171-184. doi: 10.1177/073194871003300306
2009
Al Otaiba, S., Connor, C. M., Foorman, B., Schatschneider, C., Greulich, L., & Folsom, J. S. (2009). Identifying and intervening with beginning readers who are at-risk for dyslexia: Advances in individualized classroom instruction. Perspectives, Fall, 13-19. PMID: 25598861
Al Otaiba, S., Connor, C. M., Foorman, B., Greulich, L. & Folsom J. S. (2009). Implementing response to intervention: The synergy of beginning reading instruction and early intervening services. In T. E. Scruggs & M. A. Mastropieri (Eds.), Policy and practice: Advances in learning and behavioral disabilities (vol. 22). Bingley, UK: Emerald.
White Papers, Technical Memos, Blog Posts, or Limited Circulation Documents
2018
Folsom, J. S., Schmitz, S. A., & Reed, D. K. (2018). Defining fidelity categories when implementing reading interventions. Iowa Reading Research Center Blog. Iowa City, IA: Iowa Reading Research Center, University of Iowa. Retrieved from: https://iowareadingresearch.org/blog/defining-fidelity-categories-reading-interventions
Folsom, J .S. & Schmitz, S. A. (2018). The importance of fidelity when implementing reading interventions. Iowa Reading Research Center Blog. Iowa City, IA: Iowa Reading Research Center, University of Iowa. Retrieved from: https://iowareadingresearch.org/blog/reading-intervention-fidelity
Reed, D. K. & Folsom, J. S. (2018). High-priority Milestones for K-3 Reading Development. Iowa City, IA: Iowa Reading Research Center, University of Iowa. Retrieved from: https://iowareadingresearch.org/sites/iowareadingresearch.org/files/080218_blueprint_milestones.pdf
Reed, D. K., Zimmerman, L., Reeger, A., Aloe, A. M., & Folsom, J. S. (2018). An investigation of two approaches to fluency instruction in the general education classroom: Repeated reading versus varied practice reading. Iowa City, IA: Iowa Reading Research Center, University of Iowa. Retrieved from: https://iowareadingresearch.org/sites/iowareadingresearch.org/files/irrc_fluency_study_report.pdf
2017
Folsom, J .S. (2017) Dialogic reading: Having a conversation about books. Iowa Reading Research Center Blog. Iowa City, IA: Iowa Reading Research Center, University of Iowa. Retrieved from: https://iowareadingresearch.org/blog/dialogic-reading-having-a-conversation-about-books
Folsom, J. S., Knight, J. A., & Reed., D. K. (2017). Report of the Kindergarten-Second Grade phonics materials review for the Ames Community School District. Iowa City, IA: Iowa Reading Research Center, University of Iowa. Retrieved from: https://iowareadingresearch.org/sites/iowareadingresearch.org/files/ames_phonics_curriculum_review_report.pdf
Reed, D. K., Aloe, A. M., Folsom, J. S., & Reeger, A. J. (2017). Evaluation of the Council Bluffs Community School District’s 2017 Summer School Program. Iowa City, IA: Iowa Reading Research Center, University of Iowa. Retrieved from: https://iowareadingresearch.org/sites/iowareadingresearch.org/files/cb_summer_2017_report_with_fast_dec_2017.pdf
2016
Folsom, J. S. (2016). Evaluation of WFSU and Success Academy’s iNetwork Professional Luncheon Series: 2015/16 School Year. Tallahassee, FL: Folsom Research, Analysis, and Design Solutions, LLC.
Folsom, J.S. (2016). Successfully using small group instruction: 3-part blog series. Iowa Reading Research Center Blog. Iowa City, IA: Iowa Reading Research Center, University of Iowa. Retrieved from: https://iowareadingresearch.org/blog/successfully-using-small-group-instruction-tip-1; https://iowareadingresearch.org/blog/successfully-using-small-group-instruction-tip-2; https://iowareadingresearch.org/blog/successfully-using-small-group-instruction-tip-3
Folsom, J.S. (2016). Five common questions about teaching students with disabilities: Debunking the perception of “Not My Student.” Iowa Reading Research Center Blog. Iowa City, IA: Iowa Reading Research Center, University of Iowa. Retrieved from: https://iowareadingresearch.org/blog/five-common-questions-about-teaching-students-with-disabilities-debunking-the-perception-of-not-my-student
Osborne-Lampkin, L. & Folsom, J. S. (2016). Supplemental findings of North Carolina’s Principal Workforce. Regional Educational Laboratory Southeast Limited Circulation Document.
Partridge, M. A., & Folsom, J. S. (2016). School year calendar changes and student achievement: Examining furloughs in Georgia. Regional Educational Laboratory Southeast Limited Circulation Document.
Reed, D. K., Schmitz, S., Aloe, A. M., Folsom, J. S. (2016). Report of the 2016 Intensive Summer Reading Program (ISRP) study. Iowa City, IA: Iowa Reading Research Center, University of Iowa. Retrieved from: http://www.iowareadingresearch.org/documents/2016_ISRP_Study_Report-FINAL.pdf
2015
Folsom, J. S. (2015). Year 2 Progress Memo – REL Southeast Study: Growth of Teacher Knowledge of Early Literacy Skills, and Applicant to Classroom Instruction. Regional Educational Laboratory Southeast Limited Circulation Document.
Koon, S., Folsom, J. S., (2015). Examining the achievement trends of schools participating in the Georgia Striving Readers Comprehensive Literacy Program. Regional Educational Laboratory Southeast Limited Circulation Document.
2014
Folsom, J. S., Truckenmiller, A., Foorman, B., Petscher, Y., & Smith, K. (2014). Year 1 Progress Memo – REL Southeast Study: Growth of Teacher Knowledge of Early Literacy Skills, and Application to Classroom Instruction. Regional Educational Laboratory Southeast Limited Circulation Document.
Osborne-Lampkin, L., Folsom, J. S., & Herrington, C. D. (2014). Characteristics of districts’ principal preparation programs in Florida. Regional Educational Laboratory Southeast Limited Circulation Document.
Osborne-Lampkin, L., Herrington, C. D., & Folsom, J. S. (2014). Applied Methods for Analyzing Florida Districts’ Principal Training Plans. Regional Educational Laboratory Southeast Limited Circulation Document.
2013
Osborne-Lampkin, L., Folsom, J. S., & Herrington, C. D. (2013). Assessment of the Research. Memo prepared for the Florida Department of Education regarding the rigor of research the FL DOE used to develop the Florida Principal Leadership Standards. Regional Educational Laboratory Southeast Memo, Limited Circulation Document.
Osborne-Lampkin, L., Folsom, J. S., & Herrington, C. D. (2013). FELE Research Crosswalk. Memo prepared for the Florida Department of Education cross-walking research literature with the Florida Educational Leaders Exam. Regional Educational Laboratory Southeast Memo, Limited Circulation Document.
2006
Sidler, J. G. M. (2006). Literacy for students with severe disabilities: An action research project. Classroom Action Research Projects 2005-2006. Tallahassee, FL: Leon County Schools.
Folsom, J. S., Schmitz, S. A., & Reed, D. K. (2018). Defining fidelity categories when implementing reading interventions. Iowa Reading Research Center Blog. Iowa City, IA: Iowa Reading Research Center, University of Iowa. Retrieved from: https://iowareadingresearch.org/blog/defining-fidelity-categories-reading-interventions
Folsom, J .S. & Schmitz, S. A. (2018). The importance of fidelity when implementing reading interventions. Iowa Reading Research Center Blog. Iowa City, IA: Iowa Reading Research Center, University of Iowa. Retrieved from: https://iowareadingresearch.org/blog/reading-intervention-fidelity
Reed, D. K. & Folsom, J. S. (2018). High-priority Milestones for K-3 Reading Development. Iowa City, IA: Iowa Reading Research Center, University of Iowa. Retrieved from: https://iowareadingresearch.org/sites/iowareadingresearch.org/files/080218_blueprint_milestones.pdf
Reed, D. K., Zimmerman, L., Reeger, A., Aloe, A. M., & Folsom, J. S. (2018). An investigation of two approaches to fluency instruction in the general education classroom: Repeated reading versus varied practice reading. Iowa City, IA: Iowa Reading Research Center, University of Iowa. Retrieved from: https://iowareadingresearch.org/sites/iowareadingresearch.org/files/irrc_fluency_study_report.pdf
2017
Folsom, J .S. (2017) Dialogic reading: Having a conversation about books. Iowa Reading Research Center Blog. Iowa City, IA: Iowa Reading Research Center, University of Iowa. Retrieved from: https://iowareadingresearch.org/blog/dialogic-reading-having-a-conversation-about-books
Folsom, J. S., Knight, J. A., & Reed., D. K. (2017). Report of the Kindergarten-Second Grade phonics materials review for the Ames Community School District. Iowa City, IA: Iowa Reading Research Center, University of Iowa. Retrieved from: https://iowareadingresearch.org/sites/iowareadingresearch.org/files/ames_phonics_curriculum_review_report.pdf
Reed, D. K., Aloe, A. M., Folsom, J. S., & Reeger, A. J. (2017). Evaluation of the Council Bluffs Community School District’s 2017 Summer School Program. Iowa City, IA: Iowa Reading Research Center, University of Iowa. Retrieved from: https://iowareadingresearch.org/sites/iowareadingresearch.org/files/cb_summer_2017_report_with_fast_dec_2017.pdf
2016
Folsom, J. S. (2016). Evaluation of WFSU and Success Academy’s iNetwork Professional Luncheon Series: 2015/16 School Year. Tallahassee, FL: Folsom Research, Analysis, and Design Solutions, LLC.
Folsom, J.S. (2016). Successfully using small group instruction: 3-part blog series. Iowa Reading Research Center Blog. Iowa City, IA: Iowa Reading Research Center, University of Iowa. Retrieved from: https://iowareadingresearch.org/blog/successfully-using-small-group-instruction-tip-1; https://iowareadingresearch.org/blog/successfully-using-small-group-instruction-tip-2; https://iowareadingresearch.org/blog/successfully-using-small-group-instruction-tip-3
Folsom, J.S. (2016). Five common questions about teaching students with disabilities: Debunking the perception of “Not My Student.” Iowa Reading Research Center Blog. Iowa City, IA: Iowa Reading Research Center, University of Iowa. Retrieved from: https://iowareadingresearch.org/blog/five-common-questions-about-teaching-students-with-disabilities-debunking-the-perception-of-not-my-student
Osborne-Lampkin, L. & Folsom, J. S. (2016). Supplemental findings of North Carolina’s Principal Workforce. Regional Educational Laboratory Southeast Limited Circulation Document.
Partridge, M. A., & Folsom, J. S. (2016). School year calendar changes and student achievement: Examining furloughs in Georgia. Regional Educational Laboratory Southeast Limited Circulation Document.
Reed, D. K., Schmitz, S., Aloe, A. M., Folsom, J. S. (2016). Report of the 2016 Intensive Summer Reading Program (ISRP) study. Iowa City, IA: Iowa Reading Research Center, University of Iowa. Retrieved from: http://www.iowareadingresearch.org/documents/2016_ISRP_Study_Report-FINAL.pdf
2015
Folsom, J. S. (2015). Year 2 Progress Memo – REL Southeast Study: Growth of Teacher Knowledge of Early Literacy Skills, and Applicant to Classroom Instruction. Regional Educational Laboratory Southeast Limited Circulation Document.
Koon, S., Folsom, J. S., (2015). Examining the achievement trends of schools participating in the Georgia Striving Readers Comprehensive Literacy Program. Regional Educational Laboratory Southeast Limited Circulation Document.
2014
Folsom, J. S., Truckenmiller, A., Foorman, B., Petscher, Y., & Smith, K. (2014). Year 1 Progress Memo – REL Southeast Study: Growth of Teacher Knowledge of Early Literacy Skills, and Application to Classroom Instruction. Regional Educational Laboratory Southeast Limited Circulation Document.
Osborne-Lampkin, L., Folsom, J. S., & Herrington, C. D. (2014). Characteristics of districts’ principal preparation programs in Florida. Regional Educational Laboratory Southeast Limited Circulation Document.
Osborne-Lampkin, L., Herrington, C. D., & Folsom, J. S. (2014). Applied Methods for Analyzing Florida Districts’ Principal Training Plans. Regional Educational Laboratory Southeast Limited Circulation Document.
2013
Osborne-Lampkin, L., Folsom, J. S., & Herrington, C. D. (2013). Assessment of the Research. Memo prepared for the Florida Department of Education regarding the rigor of research the FL DOE used to develop the Florida Principal Leadership Standards. Regional Educational Laboratory Southeast Memo, Limited Circulation Document.
Osborne-Lampkin, L., Folsom, J. S., & Herrington, C. D. (2013). FELE Research Crosswalk. Memo prepared for the Florida Department of Education cross-walking research literature with the Florida Educational Leaders Exam. Regional Educational Laboratory Southeast Memo, Limited Circulation Document.
2006
Sidler, J. G. M. (2006). Literacy for students with severe disabilities: An action research project. Classroom Action Research Projects 2005-2006. Tallahassee, FL: Leon County Schools.