Christopher Lemons
Associated IES Content
FY2021
FY2021 Basic Processes Peer Review Panel
Grant
PAWS: Efficacy
The purpose of this project is to test the efficacy of Peer Assisted Writing Strategies (PAWS), an empirically based writing intervention to improve the writing outcomes of kindergarten children. PAWS was developed and evaluated with an IES goal 2 grant. PAWS is a fully developed writing instruction and has demonstrated evidence of promise and feasibility. Study results from that grant showed PAWS students outperformed students in the control classrooms in medium performing schools on letter...
Federal funding program:
Award number:
R305A190168
FY2018
FY2018 Basic Processes Peer Review Panel
FY2018
FY2018 Single-Session Peer Review Panel
Grant
An Efficacy Trial to Evaluate Supporting Paraprofessionals by Advancing Reading Intervention Knowledge and Skill (SPARK)
This project will evaluate the efficacy of two models of professional development (PD) designed to enhance paraprofessionals' knowledge and skills related to delivering an early reading intervention to elementary school students with intellectual and developmental disabilities (IDD). The first model, a traditional reading-focused PD (T-PD), will use a training model developed through a prior IES-funded Development and Innovation grant. The second model, enhanced reading-focused PD (E-PD), go...
Federal funding program:
Award number:
R324A190240
FY2017
FY2017 Basic Processes Peer Review Panel
FY2016
FY2016 Basic Processes Peer Review Panel
FY2015
FY2015 Basic Processes Peer Review Panel
Grant
Peer Assisted Writing Strategies (PAWS)
While both reading and writing are necessary for success in school and the workplace, the vast majority of research and intervention development has focused on reading skills. Most of this research suggests that early intervention is important to improving reading achievement. However, less is known about writing, and fewer interventions have been developed to help students learn to write. Still, research in writing that has been completed to date suggests that early intervention may be imp...
Federal funding program:
Award number:
R305A140701
Grant
Enhancing Reading Instruction for Children with Down Syndrome: A Behavioral Phenotypic Approach
Current methods of reading instruction have not been highly effective for children with Down syndrome. The purpose of this project is to improve reading outcomes for these children by developing an intervention that incorporates critical components of early reading (e.g., vocabulary, decoding skills, fluency) that have been adapted and modified to support the challenges with working and short-term memory, expressive language, and motivation often exhibited by children with Down syndrome.
Federal funding program:
Award number:
R324A110162
Grant
Experimental Education Research Training (ExpERT)
The ExpERT predoctoral training program aimed to train education scientists to conduct randomized field experiments of theory-based interventions and approaches to enhance student learning in educational settings.
Federal funding program:
Award number:
R305B040110
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