Jeffrey Harring
Associated IES Content
FY2012
FY2012 Special Education Peer Review Panel
Grant
Evaluating the Efficacy of the CLAVES Intervention: An Intervention Focused on Comprehension, Academic Language, and Vocabulary for English Learner Students
This project will test the impact of the Comprehension, Academic Language, and Vocabulary for English Learner Students (CLAVES) program, which is a small-group literacy intervention for 4th and 5th grade English learners to promote academic language and literacy. CLAVES was previously developed and piloted through an IES grant The CLAVES Intervention Project: Developing a Supplemental Intervention for Comprehension, Linguistic Awareness, and Vocabulary in English for Spanish Speakers (R305A1...
Federal funding program:
Award number:
R305A200095
FY2019
FY2019 Science, Technology, Engineering, and Mathematics Education (STEM) Peer Review Panel
FY2018
FY2018 Science, Technology, Engineering, and Mathematics Education (STEM) Peer Review Panel
FY2017
FY2017 Science, Technology, Engineering, and Mathematics Education (STEM) Peer Review Panel
FY2016
FY2016 Science, Technology, Engineering, and Mathematics Education (STEM) Peer Review Panel
FY2015
FY2015 Science, Technology, Engineering, and Mathematics Education (STEM) Peer Review Panel Science FY2015
FY2014
FY2014 Science, Technology, Engineering, and Mathematics Education (STEM) Peer Review Panel
FY2013
FY2013 Science, Technology, Engineering, and Mathematics Education (STEM) Peer Review Panel
FY2012
FY2012 Science, Technology, Engineering, and Mathematics Education (STEM) Peer Review Panel
Grant
Investigating Vocabulary Breadth and Depth and Comprehension in English Monolingual and Spanish-English Bilingual Elementary School Students
Vocabulary knowledge is critical to effective reading comprehension. Most research to date has focused on the importance of vocabulary breadth (the quantity of known words) and its relationship to reading comprehension. Vocabulary depth (the quality of vocabulary knowledge), including morphological, semantic, and syntactical awareness, may be equally important to reading comprehension but there is limited research in this area. Explicit vocabulary instruction has the potential to increase ...
Federal funding program:
Award number:
R305A090152
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