Florida State University
Associated IES Content
Grant
More Than Just Safety: School Security Measures and Academic, Behavioral, and Social Outcomes
In this study, researchers will examine schools' use of security measures and their association with a variety of academic, behavioral, and social outcomes. A major priority for schools is to keep students and school personnel safe, and a variety of security measures are used to maintain safety. However, little research has examined the outcomes associated with these common practices. Many critics are concerned about issues of equity, suggesting that school security measures have particularl...
Federal funding program:
Award number:
R305A220478
Grant
Testing the Impact of Academically Focused Interventions on the Self-Regulation of Preschool and Elementary-School Students: An Integrative-Data-Analysis Approach
The purpose of this project is to use an integrative-data-analysis approach with seven prior randomized controlled trial (RCT) studies to (a) examine the degree to which interventions designed to promote children's reading-related and language skills also positively impact children's self-regulation, (b) identify child and intervention factors that contextualize this effect, and (c) examine the degree to which effects on self-regulation are mediated by children's gains on the target skill of...
Federal funding program:
Award number:
R305A210412
Grant
The Impact of Internal Coaching on Providers' Use of Family Guided Routines Based Intervention (FGRBI) in Part C Early Intervention
The purpose of this project is to evaluate a professional development program centered on internal coaching (i.e., peer coaching) on the use of Family Guided Routines Based Intervention (FGRBI) by early intervention providers. FGRBI is used in providing services for Part C of the Individuals with Disabilities Education Act (IDEA) throughout the state of Iowa. Early intervention providers train and support the child's caregiver (e.g., parent) in implementing evidence-based practices with thei...
Federal funding program:
Award number:
R324L180013
Grant
Follow-up to the Replicating the CGI Experiment in Diverse Environments Study
The purpose of this efficacy follow-up study was to evaluate the long-term effects of a teacher professional-development program based on Cognitively Guided Instruction (CGI) on school mathematics achievement in grades K through 5, which had been previously evaluated under an earlier IES grant (R305A120781). A further purpose was to conceptualize and develop an observational measure of the facets of mathematics instruction that are consistent with implementation of CGI principles to be used ...
Federal funding program:
Award number:
R305A180429
Grant
Examining Teacher Math Anxiety as a Malleable Factor Related to Student Outcomes
Teacher math anxiety consists of anxiety about their own math skills (general math anxiety) and anxiety about teaching math. In this study, the research team will examine how teacher math anxiety is related to math instructional practices and student outcomes (i.e., math attitudes and achievement). They will also examine math instructional practices as a potential mediator of the relation between teacher math anxiety and student outcomes. Researchers will follow students over two years to ex...
Federal funding program:
Award number:
R305A170463
Grant
Exploring Adaptive Cognitive and Affective Learning Support for Next Generation STEM Learning Games
The purpose of this project is to research how to design educational games that integrate assessment and learning to promote both STEM competency development and interest. Preparing students to succeed in the 21st century requires fresh thinking on how to cultivate STEM-related interest and competencies. A potential path to meeting these goals involves using STEM learning games to engage students and enhance learning, while seamlessly assessing STEM competencies. Identifying the features mak...
Federal funding program:
Award number:
R305A170376
Grant
Evaluation of Florida's Developmental Education Redesign
The research team for this project will take a broad, mixed-methods approach to assessing the effects of a new law passed by the Florida legislature in 2013. The law (Senate Bill 1720) makes developmental education optional for most Florida college students and mandates a set of changes to how Florida colleges deliver developmental courses and provide supports to students. Features of the law, including innovative methods for delivering developmental courses and the emphasis on providing stu...
Federal funding program:
Award number:
R305A160166
Grant
Training-Induced Language and Literacy Improvement in Children with Cochlear Implants
In an effort to address the deficits in language and literacy development commonly experienced by children with cochlear implants (CIs), the current project will test the efficacy of phonological awareness (PA) and verbal working memory (WM) interventions-Earobics and Cogmed-for improving language and literacy outcomes for children who use CIs. Increasing numbers of children with hearing impairments are receiving CIs. Children who use CIs have been shown to have performance delays on measure...
Federal funding program:
Award number:
R324A160193
Grant
Efficacy of the Core Knowledge Language Arts Read Aloud Program in Kindergarten through Second Grade Classrooms
The purpose of this project is to test the efficacy of the Core Knowledge Language Arts: Listening and Learning (CKLL) read aloud program for children in kindergarten through second grade. Many students struggle with reading comprehension in the United States and research has suggested that teachers may foster the development of comprehension by reading aloud to students in primary grade classrooms. However, many teachers are not strategic in choosing texts to read aloud, or follow curricula...
Federal funding program:
Award number:
R305A170635
Grant
Embedded Practices and Intervention with Caregivers (EPIC)
For children enrolled in Part C of the Individuals with Disabilities Education Act (early intervention services for children under 3), the role of the early intervention provider is to enhance a family's capacity to meet the developmental needs of the infant/toddler. A substantial gap exists, however, between recommended and actual practice in Part C service delivery, particularly related to interventions that facilitate the caregivers' ability to support their children's learning. Researche...
Federal funding program:
Award number:
R324A130121
Grant
Passport to Literacy: Examining the Effectiveness of the Voyager Passport Intervention for Fourth-grade Students with or at High Risk for Reading Disabilities
The intended purpose of this project was to evaluate the Voyager Passport intervention with fourth grade children with or at high risk for reading disabilities to determine whether it improves reading outcomes. Despite its wide use, Voyager Passport had never been rigorously evaluated. Many students who enter fourth grade, particularly those with disabilities, struggle significantly with reading. Students who enter the upper grades as poor readers continue to struggle throughout their school...
Federal funding program:
Award number:
R324A150269
Grant
Academic Language and Writing for Children in Kindergarten to Fourth Grade—A Longitudinal Study
Writing is an important skill for communication and self-expression in school and in the workforce, but the majority of students in the United States do not write at a proficient level. Some research has suggested that early precursors to writing may be identifiable, and theory suggests oral language may be one such precursor. However, there has been very little systematic examination of association between oral language and writing development. Further, academic (or decontextualized) langua...
Federal funding program:
Award number:
R305A160408
Grant
Replicating the CGI Experiment in Diverse Environments
Cognitively Guided Instruction (CGI) is a widely used professional development program for mathematics instruction in elementary school. Researchers propose to replicate a previous efficacy study to examine the impact of this intervention on student achievement in mathematics when implemented with a larger and more diverse sample of students. The study also seeks to identify the principal, teacher, and student characteristics that moderate intervention impact and to explore the mechanisms t...
Federal funding program:
Award number:
R305A120781
Grant
State Merit Aid Program and Student College Choice and Success: Evaluating the Efficacy of Florida's Bright Futures Program
In this study, the researchers will evaluate the effects of Florida's Bright Futures Scholarship program, a merit aid program, on: (1) college enrollment and degree production in the state and its different postsecondary institution types, and (2) students' college choice, persistence, and degree completion.
Federal funding program:
Award number:
R305A110609
Grant
A Randomized Controlled Trial of Student Success Skills: A Program to Improve Academic Achievement for All Students
The Student Success Skills (SSS) program was developed to teach students fundamental learning, social, and self-management skills that have been demonstrated to support improved academic achievement. SSS is based on a strong body of theoretical and empirical research and uses developmentally appropriate student lessons, activities, and teaching strategies. The program has been widely used in elementary, middle, and high schools across the country for the past 7 years. Four previous studies h...
Federal funding program:
Award number:
R305A120810
Grant
The Impact of Incentives to Recruit and Retain Teachers in "Hard-to-Staff" Subjects: An Analysis of the Florida Critical Teacher Shortage Program
This project will evaluate the efficacy of programs created under the statewide Florida Critical Teacher Shortage Program (FCTSP) and a related set of teacher bonuses, the Teacher Recruitment and Retention Fund (TRRF). Components of the programs were in place starting in 1984 and ending in 2010 and provided a variety of incentives to become fully certified to teach in hard-to-staff disciplines like math, science and special education.
Federal funding program:
Award number:
R305A110967
Grant
Habitat Tracker: Learning About Scientific Inquiry Through Digital Journaling at Wildlife Centers
Field trips to museums and wildlife centers are a common activity in schools and it is widely believed that they have educational and motivational impacts. Yet research shows field trips frequently have limited educational benefits and lack integration with science curricula. National reform efforts in science education emphasize the need for students to participate in scientific inquiries, yet inquiry-based instruction remains a rarely-seen practice in most elementary classrooms. To addres...
Federal funding program:
Award number:
R305A100782
Grant
Argument-Driven Inquiry in the Middle and High School Laboratory—The Refinement and Further Development of a New Instructional Model
Most laboratory experiences in U.S. science classrooms are isolated from the flow of classroom science instruction and are typically prescriptive in nature. Traditional laboratory experiences also rarely incorporate ongoing reflection and discussion between teachers and students, even though there is evidence that indicate that opportunities to reflect on one's own thinking is essential for students to make meaning out of their laboratory activities. To address this problem, the researchers ...
Federal funding program:
Award number:
R305A100909
Grant
A Randomized Trial of the SCERTS Curriculum for Students with Autism Spectrum Disorders in Early Elementary School Classrooms
Over the past two decades the prevalence of children diagnosed with an autism spectrum disorder has risen significantly. Current prevalence rates indicate that 1 in every 110 children has an autism spectrum disorder. Few studies to date have evaluated comprehensive interventions in early elementary school for students with autism. Schools are left with the significant challenge of meeting the educational needs of students with autism spectrum disorders and resource allocation.
Federal funding program:
Award number:
R324A100174
Grant
Measuring Reading Progress in Struggling Adolescents
Similar to national results on the National Assessment of Educational Progress (NAEP), forty percent of Florida's students in grades 3-12 are not proficient readers on the Florida Comprehensive Assessment Test (FCAT). By Florida law, these non-proficient readers must be provided with intensive reading intervention. In an effort to provide schools with formative assessment to guide instruction, the Florida Department of Education contracted with the Florida Center for Reading Research (FCRR) ...
Federal funding program:
Award number:
R305A100301
Grant
Development of a Comprehensive Assessment System for Spanish-Speaking English Language Learner's Early Literacy Skills
In the United States, Spanish-speaking children both constitute the largest English language learner (ELL) subgroup and are the fastest growing school-age population. Findings from the National Assessment of Educational Progress (NAEP 2007) suggest that English language learners are at risk for academic failure throughout their school experience. For example, in fourth grade, only 30% of English language learners scored at or above the basic level in reading, compared to 71% of other fourt...
Federal funding program:
Award number:
R305A090169
Grant
Test of Emergent Writing Skills
Writing is a challenging activity for most school-age children as noted from children's performance on national assessments. Hence, early identification of children who may be at risk for writing difficulties could be just as imperative as the early identification of children at risk for reading difficulties. The purpose of this project is to design, develop, and validate an assessment instrument designed to examine emergent writing in preschool children, with the ultimate goal of producing ...
Federal funding program:
Award number:
R305A090622
Grant
Using Educational Television to Enhance Young Children's Language and Vocabulary Skills
The purpose of this project is to develop an intervention designed to enhance and accelerate the vocabulary and language acquisition of preschool children from backgrounds of poverty and risk for school difficulties. This modular intervention will be developed around a core of specifically selected themes and video segments from new and archival educational television programming from productions including Sesame Street, Martha Speaks, and Between the Lions. The ultimate goal of the projec...
Federal funding program:
Award number:
R305A080476
Grant
Differential Item Functioning Analyses for Students with Test Accommodations on NAEP test items
Federal funding program:
Grant
Scaling Up an Assessment-Driven Intervention Using the Internet and Hand-held Computers
In this project, the researchers proposed to scale up quality assessment-driven intervention using the Internet and handheld computers. The assessment instruments that are the focus of this project are the Texas Primary Reading Inventory (TPRI) and the Spanish Tejas Lee. This project team aimed to develop electronic tools for supporting teachers in administering and interpreting the TPRI and Tejas LEE so that they could become expert in linking results to instruction. The system was to enabl...
Federal funding program:
Award number:
R305W020005
Grant
Assessing Teacher Effectiveness: How Can We Predict Who Will be a High Quality Teacher?
In this study, the researchers proposed to determine which assessments and strategies can be used to select teachers who are effective in raising student achievement. The researchers' primary goal was to shed light on both the merits of general strategies used to select high-quality teachers (professional judgments versus standardized measures) and on the specific assessment criteria that are most highly associated with student outcomes. To conduct this work, the researchers would leverage a...
Federal funding program:
Award number:
R305M040121
Grant
Origins Of Individual And Developmental Differences In Reading Comprehension
In this project, the researchers aimed to explore reading comprehension processes in order to develop a model of reading that could eventually inform the development of instructional practices and measurement.
Federal funding program:
Award number:
R305G030104
Grant
Career Development Opportunities in a Midsize Florida School District
In this project, the researchers will first conduct a comprehensive examination of a Florida school district's approach to students' career development. The researchers will examine how district personnel make decisions about the career development opportunities (CDOs) they offer to students and how key stakeholders think about and implement CDOs. After learning about the range of CDOs offered, the researchers will identify a single CDO that is either new or can be scaled up in order to cond...
Federal funding program:
Award number:
R305N240056
Grant
Developing an Emergent Literacy Adaptive Intervention for Preschoolers with Autism
The goal of this project is to develop a shared reading intervention for preschool children with autism spectrum disorder (ASD) designed to be delivered by caregivers in their homes. A large portion of school-age learners with ASD experience reading difficulties. These deficits often emerge in preschool, making the early childhood years an optimal time to intervene and prevent future difficulties. Shared book reading interventions-where caregivers read aloud with children-are a well-studied ...
Federal funding program:
Award number:
R324A240147
Grant
Supporting Teacher Enactment of the Probability and Statistics Standards—Replication
The current study will build on a previous IES-funded efficacy study to test the replication of Supporting Teacher Enactment of the Probability and Statistics Standards (STEPSS). The STEPSS intervention includes a replacement unit for the statistics and probability curriculum in grade 7 mathematics along with teacher professional development to support its implementation. The current study will test the replication of the intervention in different population of grade 7 learners. Over the pas...
Federal funding program:
Award number:
R305A240220
Grant
Exploring Malleable and Meaningful Factors in Preschool Teachers' Talk Related to Children's Language Outcomes
Early language development is critical to young children's school readiness. Strong language skills support children's academic achievement in reading, math, and broader academic areas. Substantial numbers of young children enter kindergarten with weak language skills, placing them at-risk for disabilities and ongoing school difficulties. Despite this, all preschool programs do not provide children with sufficient opportunities to develop their language skills. Too many classrooms provide lo...
Federal funding program:
Award number:
R305A220420
Grant
Exploring Co-Requisite Developmental Education Models
This project extends the body of research on co-requisite remediation at the postsecondary level to understand the relationship between institution-level decisions about the structure and intensity of co-requisite courses and students' postsecondary outcomes. The project will attend to whether institution-level decisions lead to improved outcomes for students of different race/ethnicities, English Language Learner (ELL) status, level of academic preparation, and gender. This project responds...
Federal funding program:
Award number:
R305A210319
Grant
PURPOSE: Partners United for Research Pathways Oriented to Social Justice in Education
The Partners United for Research Pathways Oriented to Social Justice in Education (PURPOSE) training program at Florida State University (FSU) and Florida Agricultural and Mechanical University (FAMU), initially funded by IES in 2017, provides upper-level undergraduate and first year masters students with experiences in conducting education research while preparing participants for doctoral study.
Federal funding program:
Award number:
R305B210014
Grant
Florida Interdisciplinary Research Fellows in Education Sciences (FIREFLIES)
The purpose of the current training program, Florida Interdisciplinary Research Fellows in Education Sciences (FIREFLIES), is to train doctoral students to conduct reading research in collaborative partnerships with higher education, local and state education agencies, and nonprofit research organizations.
Federal funding program:
Award number:
R305B200020
Grant
Building up Mathematical Problem Solving of Students with Extensive Support Needs
The Principal Investigator (PI) will conduct a program of research for improving math outcomes among secondary students with extensive support needs (students who require ongoing support, such as students with intellectual disability, autism, or multiple disabilities). In addition, the PI will participate in mentoring and training activities to develop knowledge and skills related to math content and pedagogy, mixed methods research, and grant writing and grants management. Math skills are i...
Federal funding program:
Award number:
R324B190019
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
Grant
Optimizing Emergent Literacy Interventions for Children with Autism
The Principal Investigator (PI) will conduct a program of research aimed at developing effective emergent literacy instruction for children with autism spectrum disorders (ASD) while participating in mentoring and training activities to develop knowledge and skills related to adaptive interventions, sequential multiple assignment randomized trial (SMART) designs, publication, and grant funding. Findings from emerging research suggest that many children with ASD demonstrate early signs of rea...
Federal funding program:
Award number:
R324B180035
Grant
WKI-Writing: Impact of Word Knowledge Instruction (WKI) on Writing Outcomes of 5th Grade Students
Writing achievement is an important aspect of language and literacy performance for ELs and students from low socioeconomic backgrounds. Writing and oral language skills are integrally intertwined, as writing relies on interconnected language skills including word knowledge. Academic language (referring to the language of schooling that occurs in content-area text) is thought to be central to language and literacy achievement. Academic language is particularly important for students from low...
Federal funding program:
Award number:
R305L180019
Grant
Efficacy of the Early Social Interaction (ESI) Model for Toddlers with Early Signs of Autism Spectrum Disorder in Community Early Intervention Programs
The purpose of this study is to test the efficacy of a technology-supported version of the Early Social Interaction (ESI) model, an intervention designed to coach families to use evidence-based interventions for toddlers with early signs of autism spectrum disorder (ASD). Early ASD diagnosis and intervention can have a significant impact on children's later outcomes, making it critical to identify evidence-based interventions that are feasible to deliver in community- and home-based settings...
Federal funding program:
Award number:
R324A180193
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
Grant
Identifying Effective Instructional Practices and Contexts for Spanish-speaking English Learners in Florida's Universal Preschool Program
The purpose of this project is to identify the instructional practices and contextual factors that are associated with higher-versus-lower levels of growth in the school readiness skills of preschoolers who are Spanish-speaking English learners (ELs). Researchers will address five specific aims: (1) identify specific instructional practices that are associated with higher rates of growth in school-readiness skills for preschoolers who are Spanish-speaking ELs as well as the impact of these p...
Federal funding program:
Award number:
R305A170430
Grant
Atlanta 323: Partnership for School Readiness and Achievement from Age 3 to Grade 3
Children from low-income backgrounds, especially children of color, are at greater risk for poor academic achievement and school failure. The academic achievement gap is present before school entry and often widens during the school years. Atlanta 323: The Partnership for School Readiness and Achievement from Age 3 to Grade 3 (Atlanta 323 for short) will address early learning achievement gaps and improve Atlanta Public School's (APS) capacity to implement an effective preschool through 3rd ...
Federal funding program:
Award number:
R305H180062
Grant
Partners United for Research Pathways Oriented to Social Justice in Education
The new Partners United for Research Pathways Oriented to Social Justice in Education (PURPOSE) training program at Florida Statue University (FSU) and Florida Agricultural and Mechanical University (FAMU) will provide upper-level undergraduate and first year masters students with experiences in conducting education research while preparing participants for doctoral study.
Federal funding program:
Award number:
R305B170017
Grant
Generating Large and Sustained Impacts on Early Language Skills: Evaluation of Timing and Duration of Intervention
The purpose of this project is to examine the relative efficacy and sustained impacts of three variations in timing and duration of a language and vocabulary intervention for students in prekindergarten and kindergarten with below or low average language skills. Because language weaknesses place children at heightened risk for reading comprehension and general academic difficulties, an intensive early intervention approach is necessary. The intervention is an integrated combination of two in...
Federal funding program:
Award number:
R305A160241
Grant
The Impact of Theories of Intelligence on Self-Regulated Learning Strategies and Performance Improvement
Maximizing a child's opportunity to learn and succeed academically requires confronting at least two types of challenges. First, one must determine which strategies best foster learning. Second, one must determine how best to motivate students to take advantage of those strategies. This project will focus on whether a belief that one can improve one's intelligence leads students to use self-regulated learning strategies more often and to use those strategies in more effective ways. The resea...
Federal funding program:
Award number:
R305A130699
Grant
BLOOM: Facilitating Language and Literacy Outcomes for English Language Leaners
Vocabulary knowledge serves a critical role in reading comprehension and academic achievement, and poses a particular challenge for English language learners (ELLs). Research suggests that the use of bridging to the child's first language for vocabulary definitions of novel English words during reading tasks accelerate English word learning in young ELLs. The primary objective of Bridging for Language Outcomes in the Classroom (BLOOM) was to develop and refine an adaptive tiered vocabulary i...
Federal funding program:
Award number:
R305A130460
Grant
An Alternative Statewide Assessment Strategy that Uses Test Results to Support Learning and Includes Measures of Problem Solving
Conventional statewide assessments, such as those used to meet No Child Left Behind mandates, can measure only a subset of competencies essential to the K-12 curriculum. These skills are primarily those that can be assessed through conventional paper-and-pencil tests. This limitation encourages schools and teachers to emphasize that subset, often at the expense of other skills that are harder to assess, including complex problem solving. An additional problem is that statewide assessments f...
Federal funding program:
Award number:
R305A110121
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
Grant
Program to Increase Research Capacity in Educational Science (PIRT)
Florida State University established the Program to Increase Research Capacity in Educational Science (PIRT) training program with an IES grant in 2004. With the 2009 grant, PIRT continued to train fellows to conduct evaluation and measurement education research with a focus on reading research.
Federal funding program:
Award number:
R305B090021
Grant
The Effects of Teacher Preparation and Professional Development on Special Education Teacher Quality
Teacher quality has a profound impact on student achievement and educational attainment, but research has produced few definitive findings on how best to prepare high quality teachers. The researchers on this project will analyze data from the Florida Education Data Warehouse to evaluate the potential impact of pre-service and in-service teacher training experiences on academic achievement, high school graduation, and post-secondary education and employment outcomes for students with disabi...
Federal funding program:
Award number:
R324B070018
Grant
Child-Instruction Interactions in Reading: Examining Causal Effects of Individualized Instruction in Second and Third Grade
In this project, the researchers evaluated the impact of a web-based software system, Assessment-to-instruction (A2i), which was developed through a previous IES-funded project. A2i was designed to enables teachers to individualize reading instruction according to students' language and literacy skills by using algorithms to compute recommended amounts and types of instruction for each student. A2i also prepared instructional profiles for each child and provided teachers with suggestions for...
Federal funding program:
Award number:
R305B070074
Grant
Implications of High School Course Availability and Course-Taking
Little rigorous research has been conducted to determine which high school courses improve student learning the most, whether and how the number of courses taken matters, whether all students benefit equally from advanced courses, and whether enrollment in particular courses increases or reduces socioeconomic and racial disparities in achievement and attainment. In this project, the researchers seek to identify factors associated with course offerings across schools and course-taking within...
Federal funding program:
Award number:
R305B070131
Grant
A Randomized Trial of Preschool Instructional Strategies to Improve School Performance and Reduce Use of Special Education
The purpose of this project is to compare the value added impact of an intervention focusing explicitly on language, literacy, and cognitive skills, with an intervention explicitly focused on these skills plus self-regulation. Recent research supports the promise of targeted and research-based intervention for preschool age children in language, early literacy, and cognitive skills as a preventive tool to reduce the number of children in need of costly special education services in kindergar...
Federal funding program:
Award number:
R324E060086
Grant
Identifying the Conditions Under which Large Scale Professional Development Policy Initiatives are Related to Teacher Knowledge, Instructional Practices, and Student Reading Outcomes
In this project, the researchers' goal was to identify professional development activities and coaching practices associated with Reading First efforts that predicted teacher and student outcomes. The teacher outcomes of interest were knowledge of reading instruction and use of instructional practices congruent with research on reading. The student outcomes of interest were oral reading fluency, reading comprehension, and phonological awareness skills.
Federal funding program:
Award number:
R305M050122
Grant
Project ILIAD: Independent Lexical Instruction and Development
The purpose of Project ILIAD (Independent Lexical Instruction and Development) is to develop a comprehensive intervention program of vocabulary instruction that can be applied reliably and effectively in grades K-3. This research will compare a focus on vocabulary enhancement versus a focus on phonics as a means of preventing and intervening with children with and at-risk for delays in reading, language, and academic development. These 15-20 min daily interventions supplement on-going lite...
Federal funding program:
Award number:
R324L060023
Grant
PIRT Program to Increase Research Capacity in Educational Science
The Florida Center for Reading Research (FCRR) established the Predoctoral Interdisciplinary Training Program (PIRT) in education science.
Federal funding program:
Award number:
R305B040074
Grant
PIRT Program to Increase Research Capacity in Educational Science
The Florida Center for Reading Research (FCRR) trained six postdoctoral fellows in its Postdoctoral Interdisciplinary Training Program (PIRT) in Education Science. FCRR took an interdisciplinary approach to facilitate and better understand the reading achievement of Florida's children.
Federal funding program:
Award number:
R305B050032
Grant
Child Instruction Interactions in Early Reading: Examining Causal Effects of Individualized Instruction
Research in the early 2000s indicated that the effects of instruction on reading depended on the specific early language and literacy skills that children brought to school. This research supported the idea that reading instruction should be tailored to the strengths and weaknesses of the individual student. In this project, the researchers aimed to develop and evaluate an approach to professional development and technology use designed to enable teachers to provide effective individualized ...
Federal funding program:
Award number:
R305H040013
Grant
Evaluating the Effectiveness of Preschool Literacy Curriculum for Children At-Risk
In this project, the researchers aimed to evaluate the efficacy of two preschool curricula that emphasize building beginning reading skills-Open Court Pre-K/DLM Express and Literacy Express-against business-as-usual. In addition, the investigators proposed to evaluate the effects of using standard workshops as the method of teacher training with the curricula and business-as-usual compared to workshops with follow-up in-class coaching. The researchers' goal was to determine whether the curri...
Federal funding program:
Award number:
R305J030093
Contract
Closing the Reading Gap: Impact Evaluation of Supplemental Remedial Reading Programs
Title I, Part A of the Elementary and Secondary Education Act (as reauthorized in 2001 by the No Child Left Behind Act) is intended to help ensure that all children have the opportunity to obtain a high-quality education and reach proficiency on challenging state standards and assessments. As the largest federal program supporting elementary and secondary education (funded at $13.9 billion in Fiscal Year 2008), these resources are targeted primarily to high-poverty districts and schools.In 200
Federal funding program:
Contract number:
R305U030002A
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