Margaret McKeown
Associated IES Content
Grant
Returning to Our Roots: Development of a Morphology Intervention to Bolster Academic Vocabulary Knowledge for Adolescent English Learners
This project will develop and test a new intervention called EL-RAVE designed to help middle school English Language Learners (ELLs) learn academic vocabulary. Comprehending academic texts can be particularly challenging for adolescent ELLs who are not fully proficient in English, and lack of comprehension contributes to lower achievement and reduced persistence in high school for ELLs. EL-RAVE will build on an existing intervention developed for monolingual students called Robust Academic V...
Federal funding program:
Award number:
R305A160401
Grant
For Argument's Sake: Applying Questioning the Author Techniques to Move from Comprehension to composition of Written Arguments
The purpose of this project was to develop and test the feasibility and promise of an instructional intervention, Triple Q, which was designed to support middle school students' argument writing skills. The intervention includes three units of instruction in which students read and discuss argument texts, examine the features and quality of the arguments within and across those texts, and draft and revise their own written arguments. The intervention uses Questioning the Author (QtA) queries...
Federal funding program:
Award number:
R305A160403
FY2012
FY2012 Basic Processes Peer Review Panel
Grant
Robust Instruction of Academic Vocabulary for Middle School Students
As evidence by recent reports and test results suggesting that too few students are reading at grade level, problems in adolescent reading seem to be universally acknowledged. Middle school texts contain challenging vocabulary words that are considered to be a major contributor to reading problems, yet there is very little explicit vocabulary instruction in middle school. The purpose of this project is to develop and document the feasibility and promise of an intervention designed to teach a...
Federal funding program:
Award number:
R305A100440
FY2011 IES Peer Reviewers
FY2011 IES Research Peer Review Panel
FY2010 IES Peer Reviewers
FY2010 IES Research Peer Review Panel
Grant
Developing Vocabulary in an Automated Reading Tutor
Research indicates that explicit vocabulary instruction benefits students' word learning and comprehension of text. However, major instructional challenges remain, for example, determining how to teach enough words to matter and how to teach them so that they are actually learned and retained. The purpose of this project is to develop, iteratively refine, and evaluate the usability and feasibility of an automated tutorial intervention to help children in grades 2-3 learn vocabulary necessary...
Federal funding program:
Award number:
R305A080157
FY2007 IES Peer Reviewers
FY2007 IES Research Peer Review Panel
FY2006 IES Peer Reviewers
FY2006 IES Peer Reviewers
Grant
Toward More Meaningful Decisions about Comprehension Instruction
In this project, the researchers proposed to develop standardized lessons using common texts and two major approaches to comprehension instruction. The researchers would then implement the approaches and pilot test their promise for improving education outcomes. In the early 2000s, research suggested that the field needed a deeper understanding of the kind of instructional practices that affect students' comprehension. Two approaches emerged: a strategies approach, in which students are expl...
Federal funding program:
Award number:
R305G040049
Grant
Word Learning and Comprehension: New Laboratory Approaches and Classroom Studies
In this project, the researchers explored how vocabulary-related instruction in schools might reduce the differences in reading achievement between students who enter school with large vocabularies and those who enter school with substantially smaller vocabularies.
Federal funding program:
Award number:
R305G020006
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