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:

Low-Cost, Short Duration Evaluation of Education Interventions

Award number:

R305L180019

FY2017

FY2017 Early Intervention and Early Childhood Education Peer Review Panel

Grant

Identifying Effective Instructional Practices and Contexts for Spanish-speaking English Learners in Florida's Universal Preschool Program

The purpose of this project is to identify the instructional practices and contextual factors that are associated with higher-versus-lower levels of growth in the school readiness skills of preschoolers who are Spanish-speaking English learners (ELs). Researchers will address five specific aims: (1) identify specific instructional practices that are associated with higher rates of growth in school-readiness skills for preschoolers who are Spanish-speaking ELs as well as the impact of these p...

Federal funding program:

Education Research Grants

Award number:

R305A170430

report Impact Study

The relative effectiveness of two approaches to early literacy intervention in grades K-2

Understanding written language is crucial to academic success in all content areas. Ensuring a strong foundation in the components of written language--that is, the literacy skills of reading, writing, and oral language--is essential if students are to read with understanding and, thus, is a primary goal of early literacy instruction and of the Regional Educational Laboratory Southeast Improving Literacy Research Alliance. When students fall behind in developing literacy skills, early literac...

Jan 01, 2017

FY2016

FY2016 Early Intervention and Early Childhood Education Peer Review Panel

FY2015

FY2015 Early Intervention and Early Childhood Education Peer Review Panel

FY2014

FY2014 Early Intervention and Early Childhood Education Peer Review Panel

FY2012

FY2012 Basic Processes Peer Review Panel

FY2012

FY2012 Early Intervention and Early Childhood Education Peer Review Panel

FY2011 IES Peer Reviewers

FY2011 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:

Reading for Understanding Research Initiative

Award number:

R305F100027

Grant

Assessing Reading for Understanding: A Theory-based, Developmental Approach

This team developed and evaluated a new system of assessments aligned with current theoretical constructs and empirical findings pertaining to both reading comprehension and performance moderators; sensitive to changes in development in reading comprehension; emphasize strategic reading processes empirically supported in the literature; provide greater information for guiding instruction (especially for students struggling to reach proficiency); and are comprised of texts and tasks that repr...

Federal funding program:

Reading for Understanding Research Initiative

Award number:

R305F100005

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

FY2006 IES Peer Reviewers

Grant

Identifying the Conditions Under which Large Scale Professional Development Policy Initiatives are Related to Teacher Knowledge, Instructional Practices, and Student Reading Outcomes

In this project, the researchers' goal was to identify professional development activities and coaching practices associated with Reading First efforts that predicted teacher and student outcomes. The teacher outcomes of interest were knowledge of reading instruction and use of instructional practices congruent with research on reading. The student outcomes of interest were oral reading fluency, reading comprehension, and phonological awareness skills.

Federal funding program:

Education Research Grants

Award number:

R305M050122

Grant

A One-Year Follow-up of Evidence-Based Early Reading Intervention Provided by Kindergarten and First Grade Teachers

For this project, the researchers built on a previous project that was designed to address the gap that exists between research and practice in early reading interventions. Through this study the researchers planned to address unanswered questions regarding the timing and duration of early intervention needed for maximum benefit. They also aimed to investigate whether responsiveness to treatment was influenced by different beginning skill levels and classroom behavior. Additionally, the rese...

Federal funding program:

Education Research Grants

Award number:

R305U050002