Yaacov Petscher
Associated IES Content
Grant
Instructional Supports for Children with Dyslexia Learning to Read Complex Words
The Principal Investigator (PI) will conduct a program of research focused on better understanding factors associated with complex word reading among students with dyslexia while participating in mentoring and training activities to develop knowledge and skills related to dyslexia, reading interventions and theory, randomized controlled trials, item-level statistical analyses, and grant writing. Although there have been recent calls for schools to address the unique educational needs of stud...
Federal funding program:
Award number:
R324B190025
FY2013
FY2013 Special Education Peer Review Panel
FY2012
Reading, Writing, and Language Development FY2012
FY2013
Reading, Writing, and Language Development FY2013
FY2014
Reading, Writing, and Language Development FY2014
FY2022 - FY2023
Reading, Writing, and Language Development
FY2022
FY2022 Single-Session Peer Review Panel
FY2021
FY2021 Social and Behavioral Peer Review Panel
FY2020
FY2020 Single-Session Peer Review Panel
FY2020 - FY2022
FY2020-FY2022 Statistics and Modeling Peer Review Panel
FY2019
FY2019 Social and Behavioral Peer Review Panel
FY2019 - FY2021
FY2019-FY2021 Statistics and Modeling Peer Review Panel
FY2018
FY2018 Single-Session Peer Review Panel
Grant
Identifying Risk Factors and Predictors of Literacy Sills for Adults Performing at the Lowest Levels of PIAAC in the United States
The purpose of this project was to explore a nationally representative sample of U.S. adults with low reading skills to identify factors that may predict literacy performance. According to the 2017 PIAAC report, roughly 1 in 5 (19 percent) of U.S. adults read at or below basic levels. This group has inherent heterogeneity, but there may also be commonalities that practitioners or policymakers could leveraged to help improve instruction or other interventions. In this study, the researchers e...
Federal funding program:
Award number:
R305A180299
Grant
What Does It Take to Develop Writing Skills for Spanish-speaking English Learners? A Longitudinal Examination of Co-development of Language, Cognitive, and Writing Skills
Writing remains a challenging and understudied skill for all students, including Spanish-English emergent bilingual learners. Although research has produced considerable information about reading for Spanish-English emergent bilingual learners, less is known about the component skills of writing for these students. The purpose of this study was to identify linguistic, cognitive, and transcription factors that contribute to writing development for Spanish-English emergent bilingual learners b...
Federal funding program:
Award number:
R305A180055
Grant
Evaluating Content Area Reading Instruction Professional Development: A Partnership between Seminole County Public Schools and the Florida Center for Reading Research Targeting Underperforming Adolescent Students
The purpose of this project is to continue to build a partnership between SCPS and FCRR, and to begin to examine the effects of the Next Generation Content Area Reading Professional Development (CARPD) on the literacy outcomes of struggling high school students. The state of Florida requires districts to provide reading interventions to students who score the lowest on a statewide reading assessment, and SCPS began implementing CARPD to train teachers to infuse literacy strategies into the c...
Federal funding program:
Award number:
R305H180030
FY2017
FY2017 Single-Session Peer Review Panel
FY2017
FY2017 Social and Behavioral Peer Review Panel
report
Descriptive Study
Examining school-level reading and math proficiency trends and changes in achievement gaps for grades 3-8 in Florida, Mississippi, and North Carolina
The 2001 authorization of the No Child Left Behind Act and its standards and accountability requirements generated interest among state education agencies in Florida, Mississippi, and North Carolina, which are served by the Regional Educational Laboratory Southeast, in monitoring changes in student reading and math proficiency at the school level. This study was requested by governing board members representing North Carolina, members of the Improving Literacy Research Alliance (which include...
Jan 01, 2017
report
Impact Study
The relative effectiveness of two approaches to early literacy intervention in grades K-2
Understanding written language is crucial to academic success in all content areas. Ensuring a strong foundation in the components of written language--that is, the literacy skills of reading, writing, and oral language--is essential if students are to read with understanding and, thus, is a primary goal of early literacy instruction and of the Regional Educational Laboratory Southeast Improving Literacy Research Alliance. When students fall behind in developing literacy skills, early literac...
Jan 01, 2017
FY2016
FY2016 Social and Behavioral Peer Review Panel
report
Descriptive Study
Predicting math outcomes from a reading screening assessment in grades 3-8
District and state education leaders frequently use screening assessments to identify students who are at risk of performing poorly on end-of-year achievement tests. This study examines the use of a universal screening assessment of reading skills for early identification of students at risk of low achievement on nationally normed tests of reading and math and provides support for the interpretation of screening scores to inform instruction. Several members of the Regional Educational Laborat...
Jan 01, 2016
resource
Other Resource
A guide to developing and evaluating a college readiness screener
The high rate of students taking developmental education courses suggests that many students graduate from high school unready to meet college expectations. A college readiness screener can help colleges and school districts better identify students who are not ready for college credit courses. The primary audience for this guide is leaders and staff at colleges that are seeking to revise or evaluate their screening methods or to develop a college readiness screener if they do not already hav...
Jan 01, 2016
report
Descriptive Study
School reading performance and the extended school day policy in Florida
Florida law requires the 100 lowest performing elementary schools in reading to extend the school day by one hour to provide supplemental reading instruction. This study found that those schools were smaller than other elementary schools and served a higher proportion of racial/ethnic minority students and students eligible for the school lunch program. The lowest performing schools reported increasing the number of minutes of reading instruction provided to students, increasing staff, and pr...
Jan 01, 2016
report
Descriptive Study
Can scores on an interim high school reading assessment accurately predict low performance on college readiness exams?
During the 2013/14 school year two Florida school districts sought to develop an early warning system to identify students at risk of low performance on college readiness measures in grade 11 or 12 (such as the SAT or ACT) in order to support them with remedial coursework prior to high school graduation. The study presented in this report provides preliminary evidence that scores on an interim reading assessment in grade 9, the Florida Assessments for Instruction in Reading-Florida Standards ...
Jan 01, 2016
FY2015
FY2015 Social and Behavioral Peer Review Panel
report
Descriptive Study
Development and Examination of an Alternative School Performance Index in South Carolina
The purpose of this study was to examine the extent to which the measures that make up each of the three separate accountability indices of school performance in South Carolina could be used to create an overall, reliable index of school performance. Data from public elementary, middle, and high schools in 2012/13 were used in confirmatory factor analysis models designed to estimate the relations between the measures under different specifications. Four different factor models were compared a...
Jan 01, 2015
report
Descriptive Study
Comparing Success Rates for General and Credit Recovery Courses Online and Face to Face: Results for Florida High School Courses
This report describes the results of a REL Southeast study comparing student success in online credit recovery and general courses taken online compared to traditional face-to-face courses. Credit recovery occurs when a student fails a course and then retakes the same course to earn high school credit. This research question was motivated by the high use of online learning in the Southeast, particularly as a method to help students engage in credit recovery. The data for this study covered al...
Jan 01, 2015
report
Descriptive Study
Beating the Odds: Finding Schools Exceeding Achievement Expectations with High-Risk Students
State education leaders are often interested in identifying schools that have demonstrated success with improving the literacy of students who are at the highest level of risk for reading difficulties. The identification of these schools that are "beating the odds" is typically accomplished by comparing a school's observed performance on a particular exam, such as a state achievement exam, with how the school would be expected to perform when taking into account its demographic characteristic...
Jan 01, 2014
report
Descriptive Study
Using evidence-based decision trees instead of formulas to identify at-risk readers
This study examines whether the classification and regression tree (CART) model improves the early identification of students at risk for reading comprehension difficulties compared with the more difficult to interpret logistic regression model. CART is a type of predictive modeling that relies on nonparametric techniques. It presents results in an easy-to-interpret "tree" format, enabling parents, teachers, principals, and school district leaders to better understand how a student is predict...
Jan 01, 2014
report
Descriptive Study
Testing the Importance of Individual Growth Curves in Predicting Performance on a High-Stakes Reading Comprehension Test in Florida
Districts and schools use progress monitoring to assess student progress, to identify students who fail to respond to intervention, and to further adapt instruction to student needs. Researchers and practitioners often use progress monitoring data to estimate student achievement growth (slope) and evaluate changes in performance over time for individual students and groups of students. Monitoring student progress is central to accountability systems in general and is useful for measuring how ...
Jan 01, 2014
report
Descriptive Study
Evaluating the screening accuracy of the Florida Assessments for Instruction in Reading (FAIR)
Florida requires that students who do not meet grade-level reading proficiency standards on the end-of-year state assessment (Florida Comprehensive Assessment Test, FCAT) receive intensive reading intervention. With the stakes so high, teachers and principals are interested in using screening or diagnostic assessments to identify students with a strong likelihood of failing to meet grade-level proficiency standards on the FCAT. Since 2009 Florida has administered a set of interim assessments ...
Jan 01, 2013
FY2012
FY2012 Social and Behavioral Peer Review Panel
FY2011 IES Peer Reviewers
FY2011 IES Research Peer Review Panel
Grant
Assessing Reading for Understanding: A Theory-based, Developmental Approach
This team developed and evaluated a new system of assessments aligned with current theoretical constructs and empirical findings pertaining to both reading comprehension and performance moderators; sensitive to changes in development in reading comprehension; emphasize strategic reading processes empirically supported in the literature; provide greater information for guiding instruction (especially for students struggling to reach proficiency); and are comprised of texts and tasks that repr...
Federal funding program:
Award number:
R305F100005
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