Jeanne Wanzek
Associated IES Content
Grant
The Relationship between Elementary Teachers' Language Use and Students' Language and Literacy Achievement
This study examined second grade teacher language use and its relation to student language and literacy achievement as well as conditions that moderated this relation. The research team collected teacher language use across content areas, examined class and teacher characteristics that may have influenced teacher language use, and produced a conceptual framework of the relation between teacher language and student language/literacy outcomes including conditions moderating this relation (e.g....
Federal funding program:
Award number:
R305A170203
FY2017
FY2017 Special Education Peer Review Panel
FY2013
FY2013 Special Education Peer Review Panel
FY2016
FY2016 Special Education Peer Review Panel
FY2015
FY2015 Special Education Peer Review Panel
FY2012
FY2012 Special Education Peer Review Panel
FY2014
Reading, Writing, and Language Development FY2014
FY2022 - FY2023
Reading, Writing, and Language Development
Grant
A Replication Study to Examine the Efficacy of Sound Partners When Implemented by Peer Tutors
This research team will carry out a replication randomized controlled trial (RCT) to examine the efficacy of Sound Partners, a reading intervention, delivered through cross-age peer tutoring. The project features moderator analyses to examine how socioeconomic status (SES) is related to intervention effects on student reading outcomes. Early achievement gaps between children of high- and low-resource families have persisted over a long period of time for several reasons including that a) n...
Federal funding program:
Award number:
R305R220024
Grant
Effectiveness of Leveled Literacy Intervention Intermediate for Third and Fourth Grade Students with Reading Difficulties or Disabilities
The project aims to test the efficacy of the Leveled Literacy Intervention (LLI) Intermediate in third and fourth grade. Researchers will conduct a randomized control trial to examine: (a) the efficacy of LLI Intermediate for third grade students with reading difficulties or disabilities relative to a business-as-usual comparison group, (b) the efficacy of an intensive implementation of LLI Intermediate over 2 years (3rd and 4th grade), (c) short- and long-term outcomes to determine whether ...
Federal funding program:
Award number:
R324A210021
Grant
Examining the Efficacy of a Content Area Reading Comprehension Intervention for Students With Disabilities
The purpose of this study is to test the efficacy of the reading comprehension intervention, PACT-Promoting Adolescents' Comprehension of Text, for middle school learnerswith disabilities. PACT has demonstrated efficacy for improving outcomes for students without disabilities, but has not been rigorously evaluated for learners with disabilities. Data from the prior efficacy study do suggest the intervention is promising for learners with disabilities. Many adolescents with disabilities do no...
Federal funding program:
Award number:
R324A190072
FY2018
FY2018 Single-Session Peer Review Panel
Grant
Passport to Literacy: Examining the Effectiveness of the Voyager Passport Intervention for Fourth-grade Students with or at High Risk for Reading Disabilities
The intended purpose of this project was to evaluate the Voyager Passport intervention with fourth grade children with or at high risk for reading disabilities to determine whether it improves reading outcomes. Despite its wide use, Voyager Passport had never been rigorously evaluated. Many students who enter fourth grade, particularly those with disabilities, struggle significantly with reading. Students who enter the upper grades as poor readers continue to struggle throughout their school...
Federal funding program:
Award number:
R324A150269
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
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