Deborah McCutchen
Associated IES Content
Grant
Teacher Metalinguistic Awareness in Writing Instruction: Links among Teacher Knowledge, Teacher Practice and Student Learning
This study will examine upper elementary (grades 4-6) teachers' critical metalinguistic awareness (CMA) and related instructional enactments as potential malleable factors associated with student reading and writing outcomes. Mounting research evidence indicates that students' literacy growth is supported by metalinguistic skill. To initiate their students into the complexities of academic language, teachers need their own critical metalinguistic awareness. The specific aims of the project a...
Federal funding program:
Award number:
R305A170112
FY2012
Reading, Writing, and Language Development FY2012
FY2013
Reading, Writing, and Language Development FY2013
FY2014
Reading, Writing, and Language Development FY2014
FY2016
Reading, Writing, and Language Development FY2016
FY2017
Reading, Writing, and Language Development FY2022
FY2018
Reading, Writing, and Language Development FY2018
FY2019
Reading, Writing, and Language Development FY2019
FY2022 - FY2023
Reading, Writing, and Language Development
FY2020
FY2020 Single-Session Peer Review Panel
FY2019
FY2019 Single-Session Peer Review Panel
FY2018
FY2018 Single-Session Peer Review Panel
Grant
Making Meaning: Morphological Processing and Its Contribution to Adolescent and Pre-Adolescent Literacy
In this project, the researchers' goal was to further understand the mechanisms used by students to increase their vocabulary and comprehension through the use of morphological insights and develop instructional practices to support their learning. At the time of this study, although many vocabulary researchers had theorized that morphological awareness was involved in the observed explosion of students' reading vocabulary over the elementary years, competing explanations existed. Even among...
Federal funding program:
Award number:
R305H060073
View More