Tricia Zucker
Associated IES Content
Grant
Teaching Together: A Multimedia School-Home Intervention for Young Children At-Risk for Academic Difficulties
The purpose of this project is to develop Teaching Together, a curriculum that will provide targeted (Tier 2) language and literacy instruction to preschoolers who are not responding to universal Tier 1 instruction. The Tier 2 intervention builds on an existing, Tier 1 language and literacy supplementary curriculum, Read It Again-PreK!, which has been evaluated in IES funded studies. Children's language and literacy skills are related to later reading achievement and success in school. Exist...
Federal funding program:
Award number:
R305A150319
FY2014
Reading, Writing, and Language Development FY2014
FY2015
Reading, Writing, and Language Development FY2015
FY2016
Reading, Writing, and Language Development FY2016
FY2017
Reading, Writing, and Language Development FY2022
FY2022 - FY2023
Reading, Writing, and Language Development
FY2021
FY2021 Single-Session Peer Review Panel
Grant
Teaching Together: The Added Value of Tiered School Plus Home Interventions for Young Children At-Risk for Language Difficulties
The purpose of this project is to examine the efficacy of the Teaching Together program for pre-kindergarten (pre-k) children who are at risk of academic difficulties due to limited oral language skills. This project is unique in its focus on oral language supports in both the classroom and home settings. In early childhood classrooms serving low-income students, up to 50% of children may exhibit language difficulties, which are associated with long-term challenges for reading and academic s...
Federal funding program:
Award number:
R305A210157
Grant
Effects of Home and Classroom Practices on Language, Cognitive, and Social Development of Young Spanish-Speaking English Learners
Young English learners (ELs) living in poverty are at risk for later reading difficulties and are less likely than their peers to encounter the level of responsive, extended conversations in their homes and preschools needed for school readiness. Furthermore, many types of dual language programs in U.S. schools operate in ways that delay regular exposure to English until later grades, rather than systematically teaching in ways that build on students' knowledge of their home language to acce...
Federal funding program:
Award number:
R305A200251
Grant
Postdoctoral Research Training Program in Early Interventions Within Research-Practice Partnerships
This training program will provide fellows with extensive research training (related to intervention development, initial efficacy, and measurement) concentrated on developmental and academic outcomes of preschool and early elementary children with or at risk for disabilities. The overarching goal of this program is to prepare four fellows (with 2 years of training each) to lead rigorous and relevant research within research-practice-partnerships (RPPs).
Federal funding program:
Award number:
R324B200018
Grant
Developing Talkers: Building Effective Teachers of Academic Language Skills
Researchers will evaluate the impact of two theoretically distinct versions of an intervention called Developing Talkers (DT) that uses a Multi-tiered System of Support (MTSS). DT is designed to improve teacher facilitation of academic language skills and the academic language skills of kindergarten students. The two versions are the Scripted Approach and the Teacher-Inspired Approach. Researchers will monitor teacher uptake of evidence-based practices during a first stage of intervention....
Federal funding program:
Award number:
R305A190065
FY2018
FY2018 Single-Session Peer Review Panel
Grant
Examining the Cost-effectiveness of Continuous Improvement Models for Preschool Teachers: Balancing PD Structures to Match Teacher Need
Examining the Cost-effectiveness of Continuous Improvement Models for Preschool Teachers: Balancing PD Structures to Match Teacher Need
Federal funding program:
Award number:
R305A180406
Grant
Reading RULES in Kindergarten: Development of a Small-Group Intervention to Support Emergent Reading and Writing
In this project, researchers will revise and extend Reading RULES for Kindergarten (RRK), a small-group literacy intervention aimed at improving kindergarten students' word study and text reading. Early literacy skills are important predictors of later reading and writing achievement, but students enter kindergarten with varying levels of literacy skills and abilities. To date, there are few interventions that provide integrated reading and writing instruction for kindergarten students. The ...
Federal funding program:
Award number:
R305A180094
Grant
Idea Detectives: Individualized Intervention in Reading Comprehension and Word Reading based on Best Evidence from Cognitive Science
The intended aim of this project was to apply advances in cognitive science in text processing to further the development of an intensive and research-based reading intervention, Idea Detectives, for students in grades 2 and 3 at risk for or identified as having serious reading difficulties or disabilities (RD). In the absence of quality intervention, students with reading difficulties in the primary grades are likely to maintain these deficits throughout school. To address this need, many s...
Federal funding program:
Award number:
R324A150171
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