Johannes Bos
Associated IES Content
Grant
Efficacy of a Targeted Shared Book Reading Intervention for Children Who Meet Screening Criteria in Pre-K
The purpose of this study was to evaluate the efficacy of a targeted shared book reading intervention for improving the language and literacy skills of prekindergarten (Pre-K) children who meet screening criteria on the Preschool Early Literacy Indicators (PELI). Existing research suggests that shared book reading supports young children's knowledge and skill development in three areas most closely linked to later reading achievement: (1) oral language, (2) print knowledge, and (3) phonologi...
Federal funding program:
Award number:
R305A170064
Science, Technology, Engineering, and Mathematics FY2021-FY2024
Science, Technology, Engineering, and Mathematics Reviewers FY2021-FY2024
FY2013 - FY2015
FY2013 - FY2015 Statistics and Modeling Peer Review Panel
FY2012
Single-Session Panels
FY2022
FY2022 Education Systems and Broad Reform Peer Review Panel
Grant
Efficacy of TeacherRead-MaestrosLeer for Enhancing the Foundational Language and Literacy Skills of Dual Language Learners
Interventions that improve the language and literacy outcomes of dual language learner (DLL) children before they enter kindergarten can improve the long-term academic outcomes of these children and produce long-term savings in supplemental and remedial education supports. Evidence about promising early interventions for DLLs is therefore highly policy relevant, especially since DLLs are a large and growing share of the U.S. student population. The purpose of this randomized controlled trial...
Federal funding program:
Award number:
R305A220086
FY2021
FY2021 Education Systems and Broad Reform Peer Review Panel
FY2019
FY2019 Science, Technology, Engineering, and Mathematics Education (STEM) Peer Review Panel
FY2019
FY2019 Early Intervention and Early Childhood Education Peer Review Panel
FY2017 - FY2020
FY2017 - FY2020 Statistics and Modeling Peer Review Panel
FY2016
FY2016 Education Systems and Broad Reform Peer Review Panel
FY2016 - FY2019
FY2016 - FY2019 Statistics and Modeling Peer Review Panel
FY2015 - FY2017
FY2015 - FY2017 Statistics and Modeling Peer Review Panel
FY2014 - FY2016
FY2014 - FY2016 Statistics and Modeling Peer Review Panel
FY2013
FY2013 Science, Technology, Engineering, and Mathematics Education (STEM) Peer Review Panel
FY2013
FY2013 Single-Session Peer Review Panel
FY2012
FY2012 Education Systems and Broad Reform Peer Review Panel
FY2012 - FY2014
FY2012 - FY2014 Statistics and Modeling Peer Review Panel
FY2011 IES Peer Reviewers
FY2011 IES Research Peer Review Panel
Grant
Evaluating the Effects of Basic Skills Mathematics Placement on Academic Outcomes of Community College Students
Many community college students have basic skills needs substantially below the traditional college level. Every year, more than 50 percent of the students in the Los Angeles Community College District are placed into basic skills mathematics courses. These students must extend their community college careers by a considerable time and their institutions devote significant resources to basic skills rather than college-level instruction. This study will evaluate the effectiveness of basic mat...
Federal funding program:
Award number:
R305A100381
FY2010 IES Peer Reviewers
FY2010 IES Research Peer Review Panel
FY2009 IES Peer Reviewers
FY2009 IES Research Peer Review Panel
FY2008 IES Peer Reviewers
FY2008 IES Research Peer Review Panel
Grant
Evaluation of the SOURCE Program: An Intervention to Promote College Application and Enrollment Among Urban Youth - Primary Outcomes
College attendance rates among high school students differ by family income. One explanation offered for this difference is that students from low-income families lack information needed to successfully apply and enroll in college. The SOURCE mentoring program was created to provide college-eligible, low-income high school juniors with counseling, information, and oversight to aid their completion of the college application process. SOURCE mentors provide students with the practical knowledg...
Federal funding program:
Award number:
R305A080066
FY2007 IES Peer Reviewers
FY2007 IES Research Peer Review Panel
FY2006 IES Peer Reviewers
FY2006 IES Peer Reviewers
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