Cynthia Puranik

Students with language-based learning disabilities (LLD) have poor writing outcomes, especially with word and sentence level writing skills that negatively impact discourse level writing. Thus, direct strategy-based instruction for word and sentence level writing skills is just as important as discourse level writing instruction. The purpose of this project is to develop an intervention that targets word, sentence, and discourse level writing skills in students with language-based learning d...

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...

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...

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.

Writing is a challenging activity for most school-age children as noted from children's performance on national assessments. Hence, early identification of children who may be at risk for writing difficulties could be just as imperative as the early identification of children at risk for reading difficulties. The purpose of this project is to design, develop, and validate an assessment instrument designed to examine emergent writing in preschool children, with the ultimate goal of producing ...

The purpose of the project is to develop a writing curriculum for learners in adult secondary education (ASE) classes along with a professional development (PD) delivery model, materials, and online resources for instructors and students. Learners in ASE programs have various goals, including passing high school equivalency tests, gaining skills necessary for success in postsecondary settings, as well increasing their job, community, civic, and family related literacy/numeracy skills. Writin...