Lauren Artzi

Toolkit Development Co-Lead, Providing Reading Interventions for Students in Middle School (PRISMS) Toolkit

About

Toolkit Development Co-Lead, Providing Reading Interventions for Students in Middle School (PRISMS) Toolkit

Lauren Artzi, PhD, a senior researcher at the American Institutes for Research, co‑leads the development of the Providing Reading Interventions for Students in Middle School (PRISMS) Toolkit. Dr. Artzi’s areas of expertise include second-language education, PK–12 literacy instruction, intervention research, and multi-tiered systems of support (MTSS). She has extensive experience in conducting research and providing technical assistance to educators, as well as in applying instructional and assessment practices that support the academic success of English learner students and students with or at risk for disabilities. Dr. Artzi’s work focuses on policies and practices for English learner students and dual language learners; special education, including for English learner students with disabilities; assessment and instruction practices within MTSS; and related policies and practices. She holds a doctorate in second language education and culture from the University of Maryland. 

Associated IES Content

About REL Southwest

About REL Southwest
Grant

Replicating First Grade Peer-Assisted Learning Strategies in Kindergartens to Strengthen Reading Performance in an Era of Challenging Standards

In this study, the researchers will assess the impact of the First-Grade Peer-Assisted Learning Strategies (FG-PALS), an evidence-based peer-mediated program, on kindergarten students' reading performance. The research team will determine if and how the program's impact is affected by two implementation approaches: conventional researcher-driven or top-down (TD) approaches and researcher–teacher collaboration or top-down/bottom-up (TD/BU) approaches. The researchers will explore initial re...
Federal funding program:
Education Research Grants
Award number:
R305A240137
Grant

Modifying an Evidence-Based Peer-Mediated Reading Program to Differentiate Instruction and Accelerate Learning Among Underrepresented Groups: Implementing PALS in the Rio Grande Valley

The purpose of this project is to modify Peer-Assisted Learning Strategies (PALS) Reading, an existing evidence-based literacy program, to make it more responsive to the learning needs of a greater number of children. The adaptations proposed are intended to accelerate the learning of students from underrepresented groups who have been negatively affected-and differentiallynegatively affected-by the pandemic. PALS Reading is a supplemental program that has been repeatedly shown to improve th...
Federal funding program:
Research Networks Focused on Critical Problems of Education Policy and Practice
Award number:
R305N220010
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:
Education Research Grants
Award number:
R305A220086