Improving Literacy Research Alliance, REL Southeast
The Improving Literacy Research Alliance is focused on improving literacy outcomes for all students in K–12 schools across several Southeastern states, with a focus on prevention and early intervention. The alliance is comprised of members from state departments of education, higher education institutions, nonprofit foundations, and local education agencies.
Related Publications: Evaluating the screening accuracy of the Florida Assessments for Instruction in Reading (FAIR)
Related Publications: Beating the Odds: Finding Schools Exceeding Achievement Expectations with High-Risk Students
Related Publications: Summer Reading Camp Self-study Guide
Related Publications: Comparing methodologies for developing an early warning system: Classification and regression tree model versus logistic regression
Related Publications: Using evidence-based decision trees instead of formulas to identify at-risk readers
Related Works-In-Progress: Beating the Odds in Florida: Grade 3 Reading
Related Works-In-Progress: Florida Assessments for Instructions and Reading—Common Core (FAIR-CC) Classification Accuracy
Related Publications: Testing the Importance of Individual Growth Curves in Predicting Performance on a High-Stakes Reading Comprehension Test in Florida
Related Works-in-Progress: Effective Early Literacy Interventions for At-Risk Students in Grades K–2
Related Works-in-Progress: Digest of Research on the Effectiveness of Adolescent Literacy Classroom and Intervention Practices from the past 20 years
Related Works-in-Progress: Growth of teacher knowledge of early literacy skills and application to classroom instruction
Related Works-in-Progress: Is there differential growth in school level achievement among Florida's 100 lowest performing elementary schools in reading?
Related Works-in-Progress: Examining reading assessments predictive of success on college readiness benchmarks
REL Southeast Bridge Event: The Science of the English Language Arts (ELA) Common Core State Standards (CCSS): November 6, 2012
REL Southeast Bridge Event: Advanced Literacy Skills of English Language Learners: Research-based Practices to Develop Text Reading: March 9, 2013
REL Southeast Bridge Event: Evidence Based Practices for Supporting the Academic Literacy of Middle and High School Students: June 18, 2013
REL Southeast Bridge Event: Reading Instruction Aligned with Research and the Common Core State Standards: July 29, 2013
REL Southeast Bridge Event: Connecting Research on Language and Literacy to Practice: January 24–25, 2014
REL Southeast Workshop: Planning for and Reviewing Third Grade Summer Reading Camp Implementation: March 2, 3, and 23, 2015
REL Southeast Workshop: Research-based Roles of Literacy Coaches: August 5, 2013, February 7, 2014, and May 18, 2015
REL Southeast Workshop: Incorporating Contemporary State Standards for Literacy in Science and Technical Subjects: May 13, 2013, January 7, 2014, February 17, 2015, and April 27, 2015
Research Questions:
- What is the impact of an experimental literacy intervention compared to a literacy intervention embedded in the core reading program on at-risk students in grades K–2?
- Which Florida elementary schools have a lower than expected percentage of students scoring in Achievement Level 1 on the Grade 3 FCAT 2.0 Reading given the school's demographic characteristics (i.e., the percentage of students classified as economically disadvantaged, minority, and English language learners)?
- What is the classification accuracy of the Florida Assessments for Instruction in Reading (FAIR) in grades 3–10 and in K–2 compared to alternative methodologies?
- How do CART analyses compare with logistic regression methods in predicting poor performance on the reading comprehension subtest of the SAT-10?
- What is the validity and reliability of a new rubric for rating the alignment of K–5 ELA instructional materials to the ELA CCSS and to empirical research that meets What Works Clearinghouse Standards?
- What are effective adolescent literacy intervention strategies (since those presented in the 2008 IES Practice Guide)?
- How can SEAs and LEAs in the Southeast region effectively conduct self-studies of required summer reading camps for struggling readers?
- If, after controlling for school characteristics, variation is found in the growth trajectories of the 100LPS, is variation in growth associated with how the 100LPS schools implemented the extra hour of reading instruction?
- What is the current state of teacher knowledge of early literacy skills of Mississippi's elementary school teachers?
- Does teacher knowledge of early literacy skills grow over time?
- What characteristics are associated with variations in teacher knowledge growth?
Geographical Areas Served:
Alabama, Florida, Georgia, Mississippi, North Carolina, South Carolina
Member Organizations:
- Florida Department of Education
- Brevard County Schools, Florida
- Florida Literacy Coaches Association
- Florida Reading Association
- Florida State University
- Hillsborough County Schools, Florida
- The Learning Alliance, Indian River County, Florida
- Manatee County Schools, Florida
- Miami-Dade County Schools, Florida
- The Morris Reading Center
- Okeechobee County Schools, FL
- Panhandle Area Education Consortium
- Putnam County Schools, Florida
- Seminole County Schools, Florida
- Mississippi Department of Education
- Barksdale Reading Institute
- The University of Alabama
- The University of Mississippi
- Georgia Department of Education
- North Carolina Department of Public Instruction
- South Carolina Department of Education
Contact Information:
Kevin Smith
ksmith@fcrr.org
(850) 645-0545
External Website
http://rel-se.fcrr.org/research-alliances/improving_literacy.aspx
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