Scott Baker

In this project, the researchers proposed to design a read-aloud intervention to enhance first-grade children's vocabulary, use of comprehension strategies, and complex thinking about text. The researchers on the project contended that explicit teaching of these skills was necessary to develop reading proficiency. However, in the early 2000s, most first-grade teachers spend substantial time reading aloud to their classrooms but not explicitly teaching comprehension skills (retelling a story,...

In this project, the researchers proposed to test the effectiveness of the Read Aloud Curriculum, which they had developed under a previous IES grant (R305G020057), and to investigate factors that count for its impact. This first-grade read-aloud curriculum was designed to expose children to narrative and expository text and to provide instruction about the structural elements of text, key vocabulary, and how to make connections across related texts. Although much reading instruction in firs...

The purpose of this grant is to iteratively develop and pilot test an intensive Tier 3 reading intervention for use with students in kindergarten through second grade (K-2) in the early stages of reading development. Research provides clear direction on effective Tier 2 reading interventions in the early grades, but few studies demonstrate impact with students who require more intense intervention. The Tier 3 intervention will be for students who do not respond adequately to core and supplem...