Stephanie Al Otaiba
Associated IES Content
Grant
Project GROW
In this project, the research team will design and test an innovative, feasible, and promising whole-class read-aloud intervention that can improve, or "grow", kindergartners' knowledge of taught academic vocabulary, their generalized vocabulary knowledge, listening and reading comprehension, and phonological awareness. A secondary goal of the intervention is to enhance social-emotional learning (SEL) competence. The research team will select books with engaging illustrations of targeted voc...
Federal funding program:
Award number:
R305A200397
Grant
Project FOCUS: Exploring Response to Intervention with a Focus on Students Receiving Tier 3 and Special Education for Reading Disabilities
The purpose of this study is to explore the relationship between schools' RTI (Response to Intervention) implementation and teachers' RTI knowledge and student outcomes. There will be a particular focus on students receiving Tier 3 interventions and students with reading disabilities in special education (i.e., students with IEPs in reading). Although RTI is widely used, research suggests that Tier 3 intervention implementation is highly variable and its relation to special education is inco...
Federal funding program:
Award number:
R324A160132
Grant
Project RISE: Examining Teachers' Reading Instruction, Supports, and Expertise for Students with Intellectual and Developmental Disabilities
The Principal Investigator (PI) will conduct a program of research to examine reading instruction for elementary school students with intellectual and developmental disabilities (IDD) and how it relates to their reading growth. The PI will also participate in mentoring and training activities to develop expertise in longitudinal data analysis, school-based research, open science practices, and grant writing and management. Research has identified characteristics of effective instruction for ...
Federal funding program:
Award number:
R324B210020
FY2020
FY2020 Early Intervention and Early Childhood Education Peer Review Panel
Grant
Examining the Efficacy of Friends on the Block: An Intensive Early Literacy Intervention for Elementary Students With Intellectual and Developmental Disability (Project Intensity)
The purpose of Project Intensity is to conduct a randomized control trial (RCT) to evaluate the efficacy of a literacy intervention, Friends on the Block, designed to enhance reading and language outcomes for elementary students with intellectual and developmental disability (IDD).
Federal funding program:
Award number:
R324A200151
FY2018
FY2018 Early Intervention and Early Childhood Education Peer Review Panel
FY2017
FY2017 Early Intervention and Early Childhood Education Peer Review Panel
FY2016
FY2016 Early Intervention and Early Childhood Education Peer Review Panel
FY2014
FY2014 Early Intervention and Early Childhood Education Peer Review Panel
FY2013
FY2013 Early Intervention and Early Childhood Education Peer Review Panel
Grant
Project Intensity: The Development of a Supplemental Literacy Program Designed to Provide Extensive Practice with Multiple-Criteria Text for Students with Intellectual Disabilities
The purpose of this project was to develop a reading program that will supplement current reading instruction and increase the intensity of instruction for students with intellectual disabilities. Many students with intellectual disabilities fail to achieve minimal literacy skills. Intervention techniques effective for struggling readers can also improve literacy outcomes for students with intellectual disabilities. Students with intellectual disabilities, however, need more intensive instru...
Federal funding program:
Award number:
R324A130102
Grant
Investigating the Technical Adequacy of Progress Monitoring Measures for Kindergarten Students at Risk for Reading Disabilities
The research team proposed to investigate the technical adequacy of six existing early literacy measures and validate their use for monitoring the reading progress of kindergarten students at risk for reading disabilities. Progress monitoring is recommended for students who are considered at risk for reading disabilities. While progress monitoring measures are readily available and frequently used in early elementary school, little research has been conducted on which reading monitoring meas...
Federal funding program:
Award number:
R324A150270
FY2012
FY2012 Early Intervention and Early Childhood Education Peer Review Panel
FY2011 IES Peer Reviewers
FY2011 IES Research Peer Review Panel
Grant
Examining Effective Intervention Targets, Longitudinal Intensity, and Scaling Factors for Pre-K to 5th Grade Student Comprehension
The goals of this project are to investigate the underlying cognitive and linguistic components that contribute to or that prevent the acquisition of well-developed comprehension skills, and to create and evaluate coherent, integrated multi-component instructional interventions intended to build and integrate key component skills that support students' proficient oral and text comprehension and reading for understanding. Researchers will identify, develop, and evaluate interventions that w...
Federal funding program:
Award number:
R305F100027
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