Reading, Writing, and Language Development: Special Education Research
IES is currently accepting applications for this research program. For your convenience, you may download the full FY2009 Education Research RFA.
Download the full 84.324 Special Education Research RFA
Download, view, & print as a PDF (475 KB)
Note: FY 2009 applicants that include subawards for work conducted at collaborating institutions should use this template to provide subaward budget information.
Download, view & print the form as an Excel file (164 KB).
Description of Research Program
Through its Reading, Writing, and Language Development (Read/Write) program, the Institute intends to contribute to the improvement of reading, writing, and language skills for students with identified disabilities and to prevent the development of disabilities among students at risk for disabilities by (1) identifying curriculum, instructional approaches, and practices that are associated with better reading, writing, or language outcomes for students with identified disabilities and students at risk for disabilities as well as mediators and moderators of the effects of these practices; (2) developing curricula, instructional approaches or strategies for teaching reading, writing, or language skills to students with identified disabilities or students at risk for disabilities; (3) establishing the efficacy of fully developed curricula, instructional approaches, or strategies for teaching reading, writing, or language skills to students with identified disabilities or students at risk for disabilities; (4) providing evidence on the effectiveness of curricula, instructional approaches, or strategies for teaching reading, writing, or language skills when implemented at scale; and (5) developing and validating reading, writing, or language assessments that can be used in instructional settings.
The long-term outcome of this program will be an array of tools and strategies (e.g., assessments, instructional approaches) that have been documented to be effective for improving reading, writing, or language outcomes for students with identified disabilities and students at risk for disabilities from kindergarten through Grade 12.
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