Carol M. Connor
Associated IES Content
FY2012
Reading, Writing, and Language Development FY2012
FY2013
Reading, Writing, and Language Development FY2013
FY2014
Reading, Writing, and Language Development FY2014
FY2020
Reading, Writing, and Language Development FY2020
FY2019
FY2019 Single-Session Peer Review Panel
Grant
iSTART-Early: Interactive Strategy Training for Active Reading and Thinking for Young Developing Readers
In this project, researchers will develop and test an on-line tool that provides automated support to students in grade 3 and 4 on reading comprehension strategies. The ability to comprehend while reading high-quality texts is a strong predictor of success in the classroom and workplace, yet many students struggle to adequately develop this skill. According to the 2011 National Assessment of Educational Progress, 21% of high school seniors in the U.S. did not achieve basic proficiency in rea...
Federal funding program:
Award number:
R305A190050
FY2018
FY2018 Single-Session Peer Review Panel
FY2017
FY2017 Single-Session Peer Review Panel
Grant
Developing Electronic-Books to Build Elementary Students' Word Knowledge, Comprehension Monitoring, and Reading Comprehension
In this project, researchers will develop and test a series of digital books that embed strategies to improve word knowledge, comprehension monitoring, metacognitive skills, and overall reading comprehension for students in grades 3 to 5. While Kindles, iBooks, tablets, and electronic-books have become ubiquitous and offer affordances and have strong potential to improve readers' understanding, little content has been developed specifically for educational settings and few technologies provi...
Federal funding program:
Award number:
R305A170163
FY2016
FY2016 Single-Session Peer Review Panel
FY2015
Single-Session Panels
report
Research Report
Improving Reading Outcomes for Students with or at Risk for Reading Disabilities: A Synthesis of the Contributions from the Institute of Education Sciences Research Centers
The report describes what has been learned regarding the improvement of reading outcomes for children with or at risk for reading disabilities through research funded by the Institute's National Center for Education Research and National Center for Special Education Research and published in peer-reviewed outlets through December 2011. The synthesis describes contributions to the knowledge base produced by IES-funded research across four focal areas:<br/> <ul><li>Assessment: What have we learn
Feb 27, 2014
Publication number:
NCSER 20143000
Grant
Exploring Effective Reading Comprehension Instruction: Classroom Practice, Teacher, and Student Characteristics
In general, instructional approaches for improving reading comprehension are not as well developed as are those for decoding. As of 2013, most recent studies had focused on improving reading comprehension in the upper elementary years and beyond, but these have often not shown significant effects. The purpose of this project was to identify aspects of effective instruction in reading comprehension instruction that predict students' reading comprehension gains in first, second, and third grad...
Federal funding program:
Award number:
R305A160399
Grant
Making Individualized Literacy Instruction Available to All Teachers: Adapting the Assessment to Instruction (A2i) Software for Multiple Real-World Contexts
The purpose of this project is to complete development of Assessment to Instruction (A2i) software, which is an integral part of the Individualizing Student Instruction (ISI) intervention. A2i was originally developed and funded under an earlier IES grant (Child Instruction Interactions in Early Reading: Examining Causal Effects of Individualized Instruction) as a research tool to compute recommended amounts and types of instruction taking into account that the effect of specific types of re...
Federal funding program:
Award number:
R305A160404
FY2012
FY2012 Early Intervention and Early Childhood Education Peer Review Panel
FY2011 IES Peer Reviewers
FY2011 IES Research Peer Review Panel
FY2010 IES Peer Reviewers
FY2010 IES Research Peer Review Panel
Grant
Examining Effective Intervention Targets, Longitudinal Intensity, and Scaling Factors for Pre-K to 5th Grade Student Comprehension
The goals of this project are to investigate the underlying cognitive and linguistic components that contribute to or that prevent the acquisition of well-developed comprehension skills, and to create and evaluate coherent, integrated multi-component instructional interventions intended to build and integrate key component skills that support students' proficient oral and text comprehension and reading for understanding. Researchers will identify, develop, and evaluate interventions that w...
Federal funding program:
Award number:
R305F100027
Grant
Child-Instruction Interactions in Reading: Examining Causal Effects of Individualized Instruction in Second and Third Grade
In this project, the researchers evaluated the impact of a web-based software system, Assessment-to-instruction (A2i), which was developed through a previous IES-funded project. A2i was designed to enables teachers to individualize reading instruction according to students' language and literacy skills by using algorithms to compute recommended amounts and types of instruction for each student. A2i also prepared instructional profiles for each child and provided teachers with suggestions for...
Federal funding program:
Award number:
R305B070074
Grant
Child Instruction Interactions in Early Reading: Examining Causal Effects of Individualized Instruction
Research in the early 2000s indicated that the effects of instruction on reading depended on the specific early language and literacy skills that children brought to school. This research supported the idea that reading instruction should be tailored to the strengths and weaknesses of the individual student. In this project, the researchers aimed to develop and evaluate an approach to professional development and technology use designed to enable teachers to provide effective individualized ...
Federal funding program:
Award number:
R305H040013
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