Deborah Simmons
Associated IES Content
Grant
Teaching the Vocabulary of Comprehension: A Technology-Enhanced System to Enhance At-Risk 3rd Graders' Acquisition and Application of Essential Vocabulary
Results from the 2011 National Assessment of Educational Progress indicate that more than 60% of fourth graders do not read proficiently. While comprehension difficulties may be influenced by many factors, one compelling reason is that students may not have a deep and flexible understanding and ability to use vocabulary of comprehension. Vocabulary of comprehension is defined as the vocabulary associated with narrative and informational text, text structure, and text processing (e.g. vocabul...
Federal funding program:
Award number:
R305A140090
FY2012
Reading, Writing, and Language Development FY2012
FY2013
Reading, Writing, and Language Development FY2013
FY2014
Reading, Writing, and Language Development FY2014
FY2022 - FY2023
Reading, Writing, and Language Development
Minutes of Meeting: June 16, 2014
NBES meeting minutes on June 16, 2014
FY2011 IES Peer Reviewers
FY2011 IES Research Peer Review Panel
Grant
Understanding Malleable Cognitive Processes and Integrated Comprehension Interventions for Grades 7–12
The goals of this project are to (a) improve our knowledge of cognitive processes that underlie reading for understanding to identify malleable processes that may be targets of intervention, and (b) provide knowledge about the role of engagement and motivation in enhancing reading comprehension outcomes, and integrate and apply the findings from these studies to develop and test the efficacy of interventions for students with reading comprehension difficulties in grades 7-12. This work is gr...
Federal funding program:
Award number:
R305F100013
FY2007 IES Peer Reviewers
FY2007 IES Research Peer Review Panel
Grant
Project Early Reading Intervention
The purpose of this project is to evaluate the efficacy and study systematic variations of delivery intensity for the Early Reading Intervention (ERI), a commercial program that is designed for kindergarten children at risk of reading difficulty and used in more than 4,000 school districts in all 50 states. Also, the researchers intend to sample participating schools to capture a broad range of demographic diversity and to evaluate ERI's efficacy in sites distal to ERI developers.
Federal funding program:
Award number:
R324E060067
Grant
Enhancing the Quality of Expository Text Instruction through Content and Case-Situated Professional Development
In this project, the researchers proposed to refine a professional development (PD) program for grade 4 social studies teachers to help them integrate reading comprehension into instruction. The researchers also aimed to pilot test the fully developed version of the PD. The PD was case situated and to help teachers learn and use evidence-based practices.
Federal funding program:
Award number:
R305M050121
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