Richard Correnti

Results of national assessments show that a large percentage of students in the United States do not advance beyond basic levels of reading comprehension, and this is especially the case for minoritized students, English learners (ELs), and students living in poverty who are consistently and disproportionately represented within the lowest levels of reading achievement. The purpose of this project is to test the efficacy, implementation, and cost-effectiveness of a web-based professional dev...

Researchers for this project will develop and validate an automated assessment of students' analytic writing skills in response to reading text. During prior work the researchers studied an assessment of students' analytic writing to understand progress toward outcomes in the English Language Arts Common Core State Standards, and to understand effective writing instruction by teachers. The researchers focused on response-to-text assessment because: it is an essential skill for secondary and ...

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...

Reading comprehension is critical to academic success, employment in the modern workplace, and to lifelong learning. Large numbers of students, however, are unable to read beyond a basic level of understanding. Recent studies indicate that comprehensive literacy-coaching interventions that combine formal learning opportunities for teachers (e.g., coursework) with individual coaching to support teachers' implementation of new instructional strategies can successfully increase the quality of ...