Georgia State University
Associated IES Content
Grant
Math Words: Vocabulary Support for Students Experiencing Difficulty in Mathematics
The purpose of this project is to develop Math Words, an intervention designed to improve the understanding of mathematics vocabulary for third and fourth grade students with or at risk for disability in math. Success with math involves understanding the language of math, which may be through interpretation of numbers, symbols, and words but also through speaking, listening, reading, and writing. Math vocabulary is complex because math terms may have multiple meanings across content areas (s...
Federal funding program:
Award number:
R324A230238
Grant
Examining the Efficacy of Aligning Core Content-Area Reading Instruction and Small Group Reading Intervention for Students with Reading Disabilities (Project ALIGN)
The purpose of this project is to evaluate the efficacy of aligned reading comprehension and vocabulary instruction across instructional settings for students with reading disabilities (SWRD) in grade 5. There has been a long-standing pattern of no or small effects in reading comprehension research for upper elementary SWRD. New approaches to improving reading comprehension require system-wide change that addresses instruction across the school day rather than in segmented, isolated interven...
Federal funding program:
Award number:
R324A230239
Grant
Liberate
The purpose of this study is to test the efficacy of Read 180® with struggling adolescent readers in juvenile justice schools. Read 180® is a widely used literacy program for differentiating instruction in typical school settings. Research indicates that students with and without disabilities in juvenile justice schools often demonstrate serious literacy deficits. In addition, the prevalence of students with disabilities in juvenile justice schools is about three times greater than in typi...
Federal funding program:
Award number:
R324A190145
Grant
PAWS: Efficacy
The purpose of this project is to test the efficacy of Peer Assisted Writing Strategies (PAWS), an empirically based writing intervention to improve the writing outcomes of kindergarten children. PAWS was developed and evaluated with an IES goal 2 grant. PAWS is a fully developed writing instruction and has demonstrated evidence of promise and feasibility. Study results from that grant showed PAWS students outperformed students in the control classrooms in medium performing schools on letter...
Federal funding program:
Award number:
R305A190168
Grant
Georgia Partnership for Adult Education and Research (GPAER)
The research team will conduct initial, exploratory research on factors that influence adults' participation and success in adult education programs and build capacity of the Georgia Office of Adult Education (GOAE) staff to use data and participate in research aimed to improve adult education outcomes. In Georgia, more than 1.1 million adults have less than a high school education, yet in 2016, only about 41,000 of these adults received adult education services. To provide useful and effect...
Federal funding program:
Award number:
R305H180061
Grant
Special Education Research and Development Center on Reading Instruction for Deaf and Hard of Hearing Students
Poor literacy skills have been characteristic of the deaf population for decades. National data suggest that median literacy rates of deaf high school graduates have remained consistently around the fourth grade level since the beginning of the twentieth century. About one in five deaf students who graduate from high school have reading skills at or below the second grade level; about one in three deaf students who graduate from high school have reading skills between the second and fourth g...
Federal funding program:
Award number:
R324C120001
Grant
Peer Assisted Writing Strategies (PAWS)
While both reading and writing are necessary for success in school and the workplace, the vast majority of research and intervention development has focused on reading skills. Most of this research suggests that early intervention is important to improving reading achievement. However, less is known about writing, and fewer interventions have been developed to help students learn to write. Still, research in writing that has been completed to date suggests that early intervention may be imp...
Federal funding program:
Award number:
R305A140701
Grant
The Roles of Instruction and Component Skills in Reading Achievement
Understanding why some schools are more successful at teaching reading than others requires examination of three key components: student characteristics, school practices such as instruction, and school context effects. Using the Texas Reading First dataset, the research team will complete a secondary data analysis of student reading performance in over 200,000 students in 809 schools in 222 districts over six years. The researchers will examine the nature and growth of student literacy skil...
Federal funding program:
Award number:
R305A120785
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
Foundations for Literacy: An Intervention for Young Children Who Are Deaf and Hard of Hearing
Poor literacy outcomes have characterized the deaf population for decades. National data suggest that overall literacy rates of deaf high school graduates remain consistently around the 4th grade level. Although children with less severe hearing loss fare better than children who are deaf, they are still at risk for poorer language and literacy skills than their hearing peers. The purpose of this project is to further develop an early literacy intervention specifically adapted to meet the ne...
Federal funding program:
Award number:
R324A110101
Grant
Georgia Measurement and Assessment Training — Postdoctoral Program
This cooperative training program between the Colleges of Education at Georgia State University and the University of Georgia trained five postdoctoral fellows in applied assessment or measurement science. The program's primary focus was on measurement issues associated with students with disabilities. Training for the applied assessment track and the measurement science track was different but parallel.
Federal funding program:
Award number:
R324B080006
Grant
Project LIBERATE (Literacy Instruction Based on Evidence through Research for Adjudicated Teens to Excel)
A significant portion of incarcerated students has severe educational, psychological, physiological, and social problems. One common characteristic of adjudicated students is academic deficits in reading. Because many adjudicated teens never return to formal school settings, evidence-based instruction in reading and other literacy skills is essential within the juvenile justice system. To address the need for effective, evidence-based literacy instruction in the juvenile justice system, rese...
Federal funding program:
Award number:
R324A080006
Grant
Integrated Literacy for Students with Moderate and Severe Disabilities
Despite significant interest and investment in literacy and reading research over the last decade, little is known about effective literacy interventions for students with moderate to severe intellectual disability. Providing effective instruction for this population of students is challenging because of their diverse skill levels in developmental (e.g., verbal and non-verbal) and academic (e.g., emerging literacy and advanced literacy) domains.
Federal funding program:
Award number:
R324A070144
Grant
Parent-implemented Language Intervention for Young Children with Developmental Disabilities
Proficient language is necessary for young children to communicate their needs. It also facilitates their social interactions. However, many young children with significant developmental disabilities are unable to acquire and use language to interact with their surroundings due to their overwhelming inability to produce or comprehend speech. Severe spoken language impairment, coupled with developmental disabilities, has profound consequences for a child's long-term development and success in...
Federal funding program:
Award number:
R324A070122
Grant
Development and Validation of a Screener for Behavioral and Emotional Problems in Elementary and Middle School
The purpose of this project is to develop and validate a five-minute screening assessment to be used by teachers to identify elementary and middle school children with behavioral or emotional problems that predispose them to academic failure. The study will build upon pilot research to develop a screener from the longer form of the Behavioral Assessment System for Children, second edition (BASC-2; Reynolds & Kamphaus, 2004), currently used widely in the U.S. and abroad.
Federal funding program:
Award number:
R324B060005
Grant
Evaluating the Effectiveness of Reading Interventions for Students with Mild MR
This project evaluates the potential efficacy of theoretically motivated instructional reading programs for children with mild mental retardation. These programs are based upon increasingly convergent evidence that early reading difficulties are primarily due to two core linguistic deficits: phonological awareness and naming retrieval/access speed.
Federal funding program:
Award number:
H324K040007
Grant
Multiple-Component Remediation for Struggling Middle School Readers
The purpose of this project is to evaluate the efficacy of two multiple component reading interventions for middle school students with reading disabilities. Both programs address multiple sources of dysfluent reading, impaired reading comprehension, decoding, reading rate, and comprehension problems. However, the programs differ in that one includes a fluency component and the other includes a comprehension intervention component.
Federal funding program:
Award number:
R324G060005
Grant
Improving Deaf Preschoolers' Literacy Skills
Poor literacy has characterized the deaf and hard of hearing population for decades, with national data suggesting that median literacy rates of deaf high school graduates have remained consistently at around the fourth grade level. Recent advances in both education (scientifically-based reading curricula for hearing children, early intervention for deaf and hard of hearing children) and technology (newborn hearing screening, cochlear implants, digital hearing aids) have created a greater p...
Federal funding program:
Award number:
R324E060035
Grant
Understanding Adaptive Problem-Solving Skills in a Digital Context for Low-Skilled Adults in the United States
In this project, the researchers will explore the prevalence and nature of the challenges adults with low foundational skills (reading, numeracy) may face when engaging with digital assessments relative to adults with higher foundational skills. Adults with low foundational skills account for a sizable and non-ignorable proportion of the U.S. population, and the percent of adults who also have low digital skills is also significant. According to a 2019 NCES report, roughly 64 percent of U.S....
Federal funding program:
Award number:
R305A240292
Grant
Scenario-Based Assessment in the Age of Generative AI: Making Space in the Education Market for Alternative Assessment Paradigm
The purpose of this project is to create a generative artificial intelligence (gen-AI) enhanced authoring tool for scenario-based assessments (SBAs). SBAs place knowledge and skills into a scenario or practical context so that test-takers can be both observers of and active participants in their own performance, building on a body of IES funded investments in developing and validating SBAs. This creates the opportunity for a reflective, metacognitive, and self-regulatory loop that enables ...
Federal funding program:
Award number:
R305T240021
Grant
Extending the Reach of the Career and Technical Education (CTE) Research Network—Research Network Lead 2.0
This team will serve as a network lead team for the Extending the Reach of Career and Technical Education (CTE) Research network. As lead, they will coordinate the work of IES-funded CTE research teams and support the development and dissemination of new CTE research knowledge. They will coordinate a learning community of its member research teams, conduct an evidence review of work-based learning (WBL), offer a research training institute with a focus on equity in CTE research, and bridge r...
Federal funding program:
Award number:
R305N230016
Grant
Lessons from the Pandemic: The Effects of Remote Instructional Delivery and Recovery Strategies on Student Outcomes
The combination of family disruptions, closures of schools, and rapid transition to remote learning resulting from the COVID-19 pandemic has substantially reduced achievement growth for many students, particularly students from traditionally marginalized populations. What is not currently known, however, is why some students fared better than others in a remote learning environment. In response, state education agencies and local school districts are implementing a variety of strategies to p...
Federal funding program:
Award number:
R305A230400
Grant
Meta-Analysis Training Institute
he Meta-Analysis Training Institute will provide researchers with the tools they need to conduct large-scale research syntheses and meta-analyses (50 or more studies) aimed at examining effect size heterogeneity and aligned with SEER principles.
Federal funding program:
Award number:
R305B220007
Grant
CTE Teacher Labor Markets, Attributes, and Student Outcomes
The purpose of this exploration project is to better understand the landscape of career and technical education (CTE) teachers and the relationship of CTE teacher characteristics to student outcomes. Much is known about the role teachers play in student learning for core subjects and about the challenges districts face in recruiting and retaining teachers. Yet when it comes to CTE, there is little to no information about which CTE pathways have the most teachers with industry experience, whe...
Federal funding program:
Award number:
R305A220172
Grant
Writing in Adult Secondary Education Classes (W-ASE)
The purpose of the project is to develop a writing curriculum for learners in adult secondary education (ASE) classes along with a professional development (PD) delivery model, materials, and online resources for instructors and students. Learners in ASE programs have various goals, including passing high school equivalency tests, gaining skills necessary for success in postsecondary settings, as well increasing their job, community, civic, and family related literacy/numeracy skills. Writin...
Federal funding program:
Award number:
R305N210030
Grant
Using Process Data to Characterize Response Profiles and Test-Taking Behaviors of Low-Skilled Adult Responders on PIAAC Literacy and Numeracy Items
The purpose of this project is to understand how adults with low basic skills (literacy and numeracy) interact with digital assessments to tease apart the roles of low basic skills, fluency with digital tools, and assessment design. What the research team learns will inform the development and use of digital assessments with these adults. According to a recent NCES report, roughly 19 percent of U.S. adults perform at or below basic literacy skills, and 29 percent perform at or below basic nu...
Federal funding program:
Award number:
R305A210344
Grant
GSU Postdoctoral Training on Adult Literacy: G-PAL
The focus of this training program is to prepare postdoctoral fellows to conduct education research in adult literacy.
Federal funding program:
Award number:
R305B200007
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
Meta-Analysis Training Institute
Systematic reviews and meta-analyses can provide insight about what educational interventions work, for whom, and under what conditions. Large-scale meta-analyses can examine how intervention effects might vary across studies, providing insights about what we do or do not know about how to improve outcomes for all students. Thus, increasing the quality of systematic reviews and meta-analysis in education research enhances our understanding of important educational issues and highlights areas...
Federal funding program:
Award number:
R305B190002
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
Center for the Study of Adult Literacy (CSAL): Developing Instructional Approaches Suited to the Cognitive and Motivational Needs for Struggling Adults
The Center for the Study of Adult Literacy (CSAL) sought to improve our understanding of ways to advance the reading skills of struggling adult learners reading at the 3rd to 8th grade levels.
Federal funding program:
Award number:
R305C120001
Grant
Postdoctoral Research Training in Language and Literacy Interventions With Special Populations
The Georgia State University Postdoctoral Research Training in Language and Literacy Interventions with Special Populations trained five postdoctoral fellows by offering them individualized research experiences within the context of interdisciplinary research teams.
Federal funding program:
Award number:
R305A070313
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