Danielle McNamara
Associated IES Content
Grant
iSTART-Early: Interactive Strategy Training for Active Reading and Thinking for Young Developing Readers
In this project, researchers will develop and test an on-line tool that provides automated support to students in grade 3 and 4 on reading comprehension strategies. The ability to comprehend while reading high-quality texts is a strong predictor of success in the classroom and workplace, yet many students struggle to adequately develop this skill. According to the 2011 National Assessment of Educational Progress, 21% of high school seniors in the U.S. did not achieve basic proficiency in rea...
Federal funding program:
Award number:
R305A190050
Grant
The Development of the Writing Assessment Tool (WAT): An On-line Platform for the Automated Assessment of Writing
In this project, researchers will develop and test an on-line tool that produces analytics of high school students' writing assignments, for use by students, their teachers, and researchers. The ability to write high-quality texts is a strong predictor of success in the classroom and workplace. However, many individuals struggle to adequately develop this skill. According to the 2011 National Assessment of Educational Progress, 21% of seniors in the U.S. did not achieve basic proficiency in ...
Federal funding program:
Award number:
R305A180261
Grant
Exploring the Educational Game Landscape through Focused Studies and Ecological Interventions
In this project, the researchers will systematically explore how individual differences among students (e.g., motivation, engagement, persistence, prior knowledge) interact with educational game designs and integration of those games into classrooms. Researchers will use components of an existing game-based intelligent tutoring system, Interactive Strategy Training for Active Reading and Thinking-Motivationally Enhanced (iSTART-ME). The goal of the research is to improve the design of learni...
Federal funding program:
Award number:
R305A130124
Grant
Exploration of Automated Writing Strategy Instruction for Adolescent Writings Using The Writing Pal
The Writing Pal (W-Pal) provides writing strategy instruction, game-based writing practice, essay writing practice, and formative feedback to adolescent writers. The purpose of this project is to explore how components of the fully developed W-Pal are related to student writing strategy acquisition and writing proficiency. Researchers will examine the extent to which students' strategy acquisition and interactions with the W-Pal are influenced by individual differences such as prior writi...
Federal funding program:
Award number:
R305A120707
Grant
The Writing Pal: An Intelligent Tutoring System that Provides Interactive Writing Strategy Training
Writing well is an essential skill for success in school and beyond, but learning to write is a complex process that depends on changes in students' strategic behavior, knowledge about writing, and motivation. Substantial numbers of American students are not performing at or above proficient levels in writing. The purpose of this project is to develop an automated, intelligent writing tutor-The Writing Pal-that provides writing strategy instruction and writing skill development. The syste...
Federal funding program:
Award number:
R305A090623
Grant
Coh-Metrix: Automated Cohesion and Coherence Scores to Predict Text Readability and Facilitate Comprehension
In the early 2000s, the tools used to determine the readability of texts were severely limited, may not have helped schools or researchers appropriately identify texts that are well-matched to readers, and may have been paradoxically aggravating comprehension difficulties. To address this issue, the research team proposed to develop two automated tools: Coh-Metrix and Coh-GIT. These tools aimed to enable writers, editors, and educators to more accurately estimate the appropriateness of a tex...
Federal funding program:
Award number:
R305G020018
Grant
iSTART: Interactive Strategy Trainer for Active Reading and Thinking
In this project, the researchers aimed to further develop and evaluate an automated reading strategy intervention called iSTART. This interactive strategy training system helps students understand and learn from difficult text by teaching them to use active, effective reading strategies. The researchers proposed to expand the existing iSTART such that it could be easily integrated into classrooms by increasing the number of texts and the range of domains available for reading strategy practi...
Federal funding program:
Award number:
R305G040046
Grant
Active Learning at Scale: Transforming Teaching and Learning via Large-Scale Learning Science and Generative AI
The purpose of this project is to create Active Learning at Scale (L@S), a flexible learning environment where postsecondary students can learn course content and practice their skills while on the go and in a variety of settings. Active L@S will expand access to evidence-based generative learning strategies (e.g., note taking, summarizing, self-explaining, question answering, and retrieval practice) for diverse students while also testing the boundaries and interactive factors that influenc...
Federal funding program:
Award number:
R305T240035
Grant
The ASU Learning at Scale (L@S) Digital Learning Network
The purpose of this project is to develop a digital learning network platform with the capacity to connect, access, and examine undergraduate student data and courses within the scope of Arizona State University (ASU) online and digital classrooms (ASU Online). The proposed ASU L@S platform focuses on how students are represented in the system and how those data can be surfaced to the widest range of researchers. The long-term vision is to provide the infrastructure to promote innovation in ...
Federal funding program:
Award number:
R305N210041
Grant
Using Computational Linguistics to Detect Comprehension Processes in Constructed Responses across Multiple Large Data Sets
The purpose of this project is to better understand student coherence building, which students use to develop a coherent mental model of a text. Understanding text is a vital activity, enabling us to fully engage in our communities, whether through printed advertisements, electronic messaging, or signs for highway navigation. Students who struggle with coherence building have difficulty achieving deep comprehension. Using previously collected data sets, researchers will examine coherence-bui...
Federal funding program:
Award number:
R305A190063
Grant
Developing a Deeper Understanding of the Cognitive Processes that Drive Multiple Text Comprehension
There is increased interest in students' processing of multiple documents (MD), in part due to the explosion of information and texts readily available in our modern, technology-driven society. Having a better understanding of the processes involved in this complex task and the strategies that lead to improvements in MD comprehension is critical for developing effective interventions and instructional approaches. The purpose of this project is to explore the benefits of self-explanation (i.e...
Federal funding program:
Award number:
R305A180144
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