Maria Carlo
Associated IES Content
Grant
Effects of Home and Classroom Practices on Language, Cognitive, and Social Development of Young Spanish-Speaking English Learners
Young English learners (ELs) living in poverty are at risk for later reading difficulties and are less likely than their peers to encounter the level of responsive, extended conversations in their homes and preschools needed for school readiness. Furthermore, many types of dual language programs in U.S. schools operate in ways that delay regular exposure to English until later grades, rather than systematically teaching in ways that build on students' knowledge of their home language to acce...
Federal funding program:
Award number:
R305A200251
Grant
Effect of Bilingual vs Monolingual Methods of Explicit English Vocabulary Instruction on 4th Grade Spanish-Speaking English Learners (EL)
This project will contribute to the knowledge base of strategies for explicit academic English vocabulary instruction as malleable factors that can impact academic language development in English learners (ELs). Researchers will investigate the effects of the strategic use of native language vocabulary definitions as supports for promoting academic English vocabulary learning.
Federal funding program:
Award number:
R305A200047
Grant
Development of Math and Science Domains of the School Readiness Curriculum Based Measurement System
The purpose of this project is to add science, technology, engineering and math (STEM) assessments to a recently developed direct child assessment system. The School Readiness Curriculum Based Measurement System (SRCBM) was developed to assess young children's language and literacy skills in Spanish and English. Children's pre-academic skills are associated with their academic achievement in kindergarten and later years of school. Although there is a growing interest in supporting and promot...
Federal funding program:
Award number:
R305A170638
Grant
The Effect of Definitions, Contextual Support, and Cognate Status on 4th Grade Spanish-speaking English Learners' (ELLs) Understanding of Unfamiliar Words in Text
The research team conducted two experiments to inform instructional strategies intended to help Spanish-speaking English learners (ELs) learn the meanings of academic words in English. ELs are more likely than their native English-speaking peers to encounter unfamiliar words when reading, and vocabulary knowledge is a key contributor to reading comprehension and acquisition of content knowledge. In this project, the researchers manipulated the types of definitions, cognates, and context-rela...
Federal funding program:
Award number:
R305A170636
Grant
Cognitive and Linguistic Mediators of Response to Intensive Interventions in Reading for English Learners At-Risk for Learning Disabilities
The Principal Investigator (PI) will conduct a program of research for improving outcomes of English learners (EL) at risk for learning disabilities (LD) while participating in mentoring and training activities to develop expertise related to research with ELs, complex mediation analyses, regression discontinuity designs (RDD), and the application of mediation frameworks to RDDs. The PI intends to investigate the extent to which cognitive and linguistic factors (i.e., vocabulary/background k...
Federal funding program:
Award number:
R324B170012
Grant
Teaching Together: A Multimedia School-Home Intervention for Young Children At-Risk for Academic Difficulties
The purpose of this project is to develop Teaching Together, a curriculum that will provide targeted (Tier 2) language and literacy instruction to preschoolers who are not responding to universal Tier 1 instruction. The Tier 2 intervention builds on an existing, Tier 1 language and literacy supplementary curriculum, Read It Again-PreK!, which has been evaluated in IES funded studies. Children's language and literacy skills are related to later reading achievement and success in school. Exist...
Federal funding program:
Award number:
R305A150319
Grant
Internet Implementation of Empirically Supported Interventions That Can Be Remotely Delivered in Authentic Preschool Programs for Mothers and Teachers: Evaluation of Direct Child and Teacher Outcomes
Many states estimate that half of their students arrive at kindergarten already far behind where they need to be in order to succeed. There is growing consensus that high quality preschool experiences can lay a strong foundation for school readiness even among economically disadvantaged children. However, there is a mismatch between the preparation of most early childhood educators and the preparation needed to optimize classroom practices. Support from parents in the home environment can al...
Federal funding program:
Award number:
R305A140386
Grant
Scalable Approaches for Preparing Early Childhood Teachers: Identifying Costs and Effectiveness of Evidence Based Approaches to Coaching
The purpose of this project is to compare the efficacy of two distinct approaches for providing professional development support to child care teachers: remote, video-based coaching and in-classroom coaching. Both approaches seek to increase the quality of child care teachers’ language and literacy instruction and positive responsiveness to children in order to improve children’s school readiness skills. While support has been found for both coaching approaches, each method has i...
Federal funding program:
Award number:
R305A140378
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