Jill Bowdon
Providing Reading Interventions for Students in Middle School (PRISMS) Toolkit
About
Providing Reading Interventions for Students in Middle School (PRISMS) Toolkit
Jill Bowdon, PhD, a principal researcher at AIR, co-leads the evaluation of the Providing Reading Interventions for Students in Middle School (PRISMS) Toolkit. Bowdon’s areas of expertise include literacy instruction and assessments, state literacy policies and practices, the science of reading, Multi-Tiered System of Supports (MTSS), and data-driven decision making. She leads AIR’s Literacy Practice Hub and has worked closely with states, districts, schools, and educators in the context of researcher–practitioner partnerships to provide applied research, coaching, training, and technical assistance related to literacy. During her career, she has also served as the principal investigator, project director, and lead analyst on several large-scale research studies funded by the U.S. Department of Education and the National Science Foundation. Bowdon holds a doctorate in sociology from the University of Wisconsin-Madison and is a certified What Works Clearinghouse reviewer.
Associated IES Content
Grant
An Efficacy Study of the Lindamood-Bell Learning Processes Complete Intervention for Upper Elementary Students
The purpose of this project is to test the impact of the Lindamood-Bell Learning Processes (LBLP) Complete program on interventionist behavior and the reading outcomes of students with or at risk for reading disabilities in upper elementary schools. There is a clear need for effective and scalable reading interventions that can accelerate growth in reading for students with or at risk for reading disabilities. The LBLP is an intervention package that is used by more than 500 school districts...
Federal funding program:
Award number:
R324A230040
report
Descriptive Study
Using Enhanced Coaching of Teachers to Improve Reading Achievement in Grades PreK-2 in Chicago Public Schools
Chicago Public Schools is working to improve early literacy outcomes through a multiyear professional development initiative for preK-2 teachers. The P-2 Balanced Literacy Initiative aims to improve literacy instruction by training teachers to implement effective early literacy instruction balancing systematic foundational skills instruction with reading and writing instruction involving rich, complex texts. The initiative began in 2016/17 and served 23 percent of all district elementary scho...
Sep 15, 2021
Publication number:
REL 2021 113
Blog
Three concrete steps educators can take to accelerate reading growth for primary students during the 2021/22 academic year
After the disruption of the pandemic, many districts and schools hope to accelerate younger students' growth in reading. Although this task may seem daunting, research on reading suggests three concrete steps educators can take to meet this challenge.
Date published:
Jun 28, 2021
report
Descriptive Study
Trends and Gaps in Reading Achievement across Kindergarten and Grade 1 in Two Illinois School Districts
To assess education progress in the early grades and identify achievement gaps, this study examined reading achievement data for kindergarten and grade 1 students in two districts in Illinois: District U-46 (Elgin Area Schools) and District 186 (Springfield Public Schools). Drawing on a different reading assessment in each district, the study team documented reading achievement in these two early grades for two kindergarten cohorts (2016/17 for District U-46 and 2017/18 for District 186) and ...
Feb 01, 2021
Publication number:
REL 2021 058
Blog
Meaningful online education for our youngest learners: Tips to reconcile the need for e-learning with how young children learn best
As schools reopen for fall, many will be incorporating e-learning and educational technology. To support young learners, explore these tips to ensure that e-learning is developmentally appropriate.
Date published:
Aug 25, 2020
report
Descriptive Study
Children's Knowledge and Skills at Kindergarten Entry in Illinois: Results from the First Statewide Administration of the Kindergarten Individual Development Survey
At least half of states administer or are developing kindergarten entry assessments. In fall 2017 the Illinois State Board of Education began requiring teachers to report data on every child's skills at kindergarten entry using the Kindergarten Individual Development Survey. State and local stakeholders have asked for more information on the reliability and validity of the survey and on the gaps in children's skills at school entry. This study analyzed the psychometric properties of the 14 re...
Oct 01, 2019
report
Impact Study
Getting students on track for graduation: Impacts of the Early Warning Intervention and Monitoring System after one year
Although high school graduation rates are rising--the national rate was 82 percent during the 2013/14 school year (U.S. Department of Education, 2015)--dropping out remains a persistent problem in the Midwest and nationally. Many schools now use early warning systems to identify students who are at risk of not graduating, with the goal of intervening early to help students get back on track for on-time graduation. Although research has guided decisions about the types of data and indicators u...
Apr 01, 2017
Grant
Penn GSE in Postdoctoral Training Program in the Education Sciences
This program trained five fellows to focus on the effects of leadership and teaching on student achievement. The program targeting three main areas: theory, research design and methods, and fieldwork.
Federal funding program:
Award number:
R305B100013
Grant
Interdisciplinary Training Program in the Education Sciences (ITP)
The Interdisciplinary Training Program (ITP) at the University of Wisconsin, Madison trained fellows to carry out rigorous quantitative research to provide scientific evidence on pressing problems of policy and practice in education.
Federal funding program:
Award number:
R305C050055
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