Patrick Proctor
Associated IES Content
Grant
The CLAVES Intervention Project: Developing a Supplemental Intervention for Comprehension, Linguistic Awareness, and Vocabulary in English for Spanish Speakers
In a prior NCER funded grant (R305A090152, Investigating Vocabulary Breadth and Depth and Comprehension in English Monolingual and Spanish-English Bilingual Elementary School Students), researchers explored the relationships between linguistic and component reading skills and reading comprehension in English monolingual students and Spanish-speaking English Language Learners (ELLs). Findings from this study suggest that skills in linguistic awareness are related to reading skills. Linguisti...
Federal funding program:
Award number:
R305A140114
FY2012
Reading, Writing, and Language Development FY2012
FY2014
Reading, Writing, and Language Development FY2014
FY2015
Reading, Writing, and Language Development FY2015
FY2017
Reading, Writing, and Language Development FY2022
FY2018
Reading, Writing, and Language Development FY2018
FY2019
Reading, Writing, and Language Development FY2019
Grant
Evaluating the Efficacy of the CLAVES Intervention: An Intervention Focused on Comprehension, Academic Language, and Vocabulary for English Learner Students
This project will test the impact of the Comprehension, Academic Language, and Vocabulary for English Learner Students (CLAVES) program, which is a small-group literacy intervention for 4th and 5th grade English learners to promote academic language and literacy. CLAVES was previously developed and piloted through an IES grant The CLAVES Intervention Project: Developing a Supplemental Intervention for Comprehension, Linguistic Awareness, and Vocabulary in English for Spanish Speakers (R305A1...
Federal funding program:
Award number:
R305A200095
Grant
Exploring the Effects of Heterogeneous Grouping on English Learners' Language, Reading Comprehension, and Social Network Development
The purpose of this project is to investigate the effects of linguistically heterogeneous grouping compared to homogeneous grouping for English learners (ELs) in the context of a small-group, language-based literacy intervention. Linguistically heterogeneous grouping refers to grouping ELs and non-ELs together, while homogeneous grouping includes only ELs. Grouping decisions are malleable factors under the control of the educational system and vary considerably across schools and classrooms,...
Federal funding program:
Award number:
R305A200069
FY2013
FY2013 Basic Processes Peer Review Panel
FY2011 IES Peer Reviewers
FY2011 IES Research Peer Review Panel
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