Rebecca Silverman
Associated IES Content
FY2013
Reading, Writing, and Language Development FY2013
FY2014
Reading, Writing, and Language Development FY2014
FY2015
Reading, Writing, and Language Development FY2015
FY2016
Reading, Writing, and Language Development FY2016
FY2022 - FY2023
Reading, Writing, and Language Development
Grant
Boost Reading Efficacy: Evaluating the Impact of a Widely Used, Supplemental, Digital Reading Program on Elementary School Literacy
In this study, the researchers will evaluate the impact of a widely used supplemental digital reading program (Boost Reading) in grades 2 through 5. Since the COVID-19 pandemic, there has been an increase in use of educational technology programs to accelerate learning, particularly in reading. However, there is limited research on the efficacy of these programs in general and for subgroups of underserved students. Additionally, there is little research on the variability of effects based on...
Federal funding program:
Award number:
R305A240114
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
FY2018
FY2018 Single-Session Peer Review Panel
Grant
An Efficacy Study of Toggle Talk
The purpose of this project is to test the efficacy of Toggle Talk, a Language Arts curriculum supplement that teaches kindergarten and first grade African American children to understand the differences between Mainstream American English (MAE) and African American English (AAE) with the goal of improving students' reading outcomes. Many African American children underachieve in school and the researchers propose that part of the explanation for this is dialect mismatch, which occurs when t...
Federal funding program:
Award number:
R305A170139
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
Grant
Developing a Cross-Age Peer Tutoring Program to Promote the Vocabulary and Comprehension of English Learners
English language learners (ELLs) are especially at risk for reading difficulties due to limited vocabulary and comprehension skills. Innovative curricula are needed to meet their needs. Two critical periods for supporting ELLs are upon school entry (i.e., kindergarten) and upon transition from learning to read to reading to learn (i.e., fourth grade). Cross-age peer tutoring has been shown to be an effective instructional context. Given the social nature of language learning, cross-age tutor...
Federal funding program:
Award number:
R305A110142
Grant
Investigating Vocabulary Breadth and Depth and Comprehension in English Monolingual and Spanish-English Bilingual Elementary School Students
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 ...
Federal funding program:
Award number:
R305A090152
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