Patrick Proctor

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...

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,...

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...

Vocabulary knowledge is critical to effective reading comprehension. Most research to date has focused on the importance of vocabulary breadth (the quantity of known words) and its relationship to reading comprehension. Vocabulary depth (the quality of vocabulary knowledge), including morphological, semantic, and syntactical awareness, may be equally important to reading comprehension but there is limited research in this area. Explicit vocabulary instruction has the potential to increase ...

The purpose of this project was to develop and test a technology-based instructional approach to improving reading comprehension among diverse struggling fifth-grade readers, including English language learners (ELLs). Over 3 years, the researchers planned to conduct 3 studies that developed and refined a digital reading environment called a universal learning edition (ULE), which has strong, embedded supports for reading strategies and active vocabulary learning. At the end of this project,...