Barbara Gunn
Associated IES Content
FY2014
Reading, Writing, and Language Development FY2014
FY2015
Reading, Writing, and Language Development FY2015
FY2016
Reading, Writing, and Language Development FY2016
FY2022 - FY2023
Reading, Writing, and Language Development
Grant
An Investigation of Direct Instruction Spoken English for At-Risk English Learners
This project will evaluate the efficacy of the Direct Instruction Spoken English (DISE) program, a program currently in use in 25 states to teach oral language skills to adolescent ELLs. Findings from this study will provide rigorous evidence for educators as they select programs to help middle school English language learners (ELLs) acquire proficiency in oral English. Studies will estimate the effects of DISE for all students, explore the program components related to improvement in oral l...
Federal funding program:
Award number:
R305A150325
FY2011 IES Peer Reviewers
FY2011 IES Research Peer Review Panel
FY2010 IES Peer Reviewers
FY2010 IES Research Peer Review Panel
FY2009 IES Peer Reviewers
FY2009 IES Research Peer Review Panel
FY2008 IES Peer Reviewers
FY2008 IES Research Peer Review Panel
FY2007 IES Peer Reviewers
FY2007 IES Research Peer Review Panel
Grant
Developing and Testing an Empirically-based Preschool Language and Literacy Curriculum for Children At-Risk for Reading Disabilities Using a Components Analysis
Language and early literacy skills acquired in early childhood predict reading ability in elementary school. Many children, particularly those with disabilities or who are at risk for reading and learning disabilities, arrive at preschool with limited language and early literacy experience, which in turn affects their transition to and future success in elementary school. To provide a foundation for early reading development, preschool literacy programs that provide intensive, targeted ins...
Federal funding program:
Award number:
R324A070136
FY2006 IES Peer Reviewers
FY2006 IES Peer Reviewers
Grant
Evaluating the Efficacy of Read Well Kindergarten
At the time of this study, research suggested that learning to read in the first grade was the best predictor of a child's ultimate success in school but that first-grade reading achievement depends on how much children know about reading before they start the grade. The purpose of this study was to determine if Read Well Kindergarten®, a beginning reading program that uses small group mastery-based reading instruction, enhanced language and literacy skills in 30 schools through the end of ...
Federal funding program:
Award number:
R305F050080
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