Carolyn Denton
Associated IES Content
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:
Award number:
R305A180094
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:
Award number:
R324A150171
Grant
Testing the Efficacy of Reading RULES: A Tier 1 and Tier 2 Intervention for First-Grade Children with Decoding and Comprehension Difficulties
The purpose of this project is to evaluate the efficacy of Reading RULES for first-grade students who are at risk for serious reading difficulties and disabilities in both word reading and comprehension. Students who do not learn to read adequately in the early grades typically have persistent reading difficulties. Potential persistent reading problems may be prevented or their severity reduced if they are addressed aggressively and early. Reading RULES combines whole-class and intensive sma...
Federal funding program:
Award number:
R324A180221
FY2010 IES Peer Reviewers
FY2010 IES Research Peer Review Panel
Grant
First Grade Super-Readers: Intervention for the Prevention of Reading Comprehension and Decoding Difficulties in Young Children At-Risk for Reading Disabilities
First Grade Super Readers is intended to be an integrated, systematic reading intervention for first grade children who are at-risk of serious difficulties and disabilities in word reading and reading comprehension. This research team will develop First Grade Super Readers as a Tier 2 intervention within a Response-to-Intervention model to provide supplemental intervention to students who do not benefit sufficiently from quality classroom reading instruction.
Federal funding program:
Award number:
R324A100129
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:
Award number:
R305F100013
FY2007 IES Peer Reviewers
FY2007 IES Research Peer Review Panel
FY2006 IES Peer Reviewers
FY2006 IES Peer Reviewers
Grant
Scaling-up Effective Intervention for Preventing Reading Difficulties in Young Children
In this project, researchers intended to study the implementation of two first grade reading interventions, Proactive Reading and Responsive Reading, both of which differ greatly in theory and instructional design. The expected outcomes of this project included an evaluation of the two reading interventions for young children from a large number of schools.
Federal funding program:
Award number:
R305W030257
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