Carla Wood
Associated IES Content
FY2020
Reading, Writing, and Language Development FY2020
FY2021
Reading, Writing, and Language Development FY2021
FY2022 - FY2023
Reading, Writing, and Language Development
report
Impact Study
The Impact of Word Knowledge Instruction on Literacy Outcomes in Grade 5
District leaders in a large urban school district in central Florida wanted to examine the efficacy of a new curriculum designed to enhance the word knowledge of grade 5 students so as to improve reading achievement. The new curriculum, called Word Knowledge Instruction (WKI), consists of 15-minute lessons 4 days a week for 20 weeks. The lessons address state standards and cover 20 prefixes and suffixes. Thirty-nine schools participated in the study, with 92 English language arts (ELA) teache...
Apr 06, 2021
Publication number:
REL 2021-083
Grant
WKI-Writing: Impact of Word Knowledge Instruction (WKI) on Writing Outcomes of 5th Grade Students
Writing achievement is an important aspect of language and literacy performance for ELs and students from low socioeconomic backgrounds. Writing and oral language skills are integrally intertwined, as writing relies on interconnected language skills including word knowledge. Academic language (referring to the language of schooling that occurs in content-area text) is thought to be central to language and literacy achievement. Academic language is particularly important for students from low...
Federal funding program:
Award number:
R305L180019
Grant
The Relationship between Elementary Teachers' Language Use and Students' Language and Literacy Achievement
This study examined second grade teacher language use and its relation to student language and literacy achievement as well as conditions that moderated this relation. The research team collected teacher language use across content areas, examined class and teacher characteristics that may have influenced teacher language use, and produced a conceptual framework of the relation between teacher language and student language/literacy outcomes including conditions moderating this relation (e.g....
Federal funding program:
Award number:
R305A170203
report
Descriptive Study
Using computer-adaptive assessments of literacy to monitor the progress of English learner students
A top education priority in the United States is to address the needs of one of the fastest growing yet lowest performing student populations--English learner students (Capps et al., 2005). English learner students come from homes where a non-English language is spoken and need additional academic support to access the mainstream curriculum. These students account for about 10 percent of the preK-12 student population in the United States (Aud et al., 2013). Spanish-speaking students account ...
Jan 01, 2016
Grant
BLOOM: Facilitating Language and Literacy Outcomes for English Language Leaners
Vocabulary knowledge serves a critical role in reading comprehension and academic achievement, and poses a particular challenge for English language learners (ELLs). Research suggests that the use of bridging to the child's first language for vocabulary definitions of novel English words during reading tasks accelerate English word learning in young ELLs. The primary objective of Bridging for Language Outcomes in the Classroom (BLOOM) was to develop and refine an adaptive tiered vocabulary i...
Federal funding program:
Award number:
R305A130460
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