Carolyn Denton

Associated IES Content

Grant

Idea Detectives: Individualized Intervention in Reading Comprehension and Word Reading based on Best Evidence from Cognitive Science

The intended aim of this project was to apply advances in cognitive science in text processing to further the development of an intensive and research-based reading intervention, Idea Detectives, for students in grades 2 and 3 at risk for or identified as having serious reading difficulties or disabilities (RD). In the absence of quality intervention, students with reading difficulties in the primary grades are likely to maintain these deficits throughout school. To address this need, many s...

Federal funding program:

Special Education Research Grants

Award number:

R324A150171

Grant

First Grade Super-Readers: Intervention for the Prevention of Reading Comprehension and Decoding Difficulties in Young Children At-Risk for Reading Disabilities

Federal funding program:

Special Education Research Grants

Award number:

R324A100129

FY2012

Reading, Writing, and Language Development FY2012

FY2015

Reading, Writing, and Language Development FY2015

FY2017

Reading, Writing, and Language Development FY2022

FY2022 - FY2023

Reading, Writing, and Language Development

Grant

Reading RULES in Kindergarten: Development of a Small-Group Intervention to Support Emergent Reading and Writing

In this project, researchers will revise and extend Reading RULES for Kindergarten (RRK), a small-group literacy intervention aimed at improving kindergarten students' word study and text reading. Early literacy skills are important predictors of later reading and writing achievement, but students enter kindergarten with varying levels of literacy skills and abilities. To date, there are few interventions that provide integrated reading and writing instruction for kindergarten students. The ...

Federal funding program:

Education Research Grants

Award number:

R305A180094

FY2010 IES Peer Reviewers

FY2010 IES Research Peer Review Panel

Grant

Understanding Malleable Cognitive Processes and Integrated Comprehension Interventions for Grades 7–12

The goals of this project are to (a) improve our knowledge of cognitive processes that underlie reading for understanding to identify malleable processes that may be targets of intervention, and (b) provide knowledge about the role of engagement and motivation in enhancing reading comprehension outcomes, and integrate and apply the findings from these studies to develop and test the efficacy of interventions for students with reading comprehension difficulties in grades 7-12. This work is gr...

Federal funding program:

Reading for Understanding Research Initiative

Award number:

R305F100013

FY2007 IES Peer Reviewers

FY2007 IES Research Peer Review Panel