Ohio State University
Associated IES Content
Grant
Speech-Therapy Experiences in Public Schools-2 (STEPS-2)
The purpose of this project is to explore the role of speech-language pathologists' (SLPs) talk in facilitating the language growth of children with language impairment receiving therapy in the public elementary schools. Language ability undergirds most areas of school achievement, including reading, writing, math, and pro-social functioning. It is also important in its own right, as language ability is foundational to one's ability to communicate. There is a great need for educational resea...
Federal funding program:
Award number:
R324A210205
Grant
FLIP (Focusing on Learning, Interaction, and Play at) Recess for Students With Severe Disabilities
For most elementary students, recess is a favorite time of the school day that is full of rich opportunities to play and socialize with friends. For students with severe disabilities (i.e., students with intellectual disability, autism, and/or multiple disabilities who qualify for their state's alternate assessment), recess often looks very different. These students are typically on the periphery, rarely interacting or playing with their peers. Recess represents a missed opportunity for buil...
Federal funding program:
Award number:
R324A200110
Grant
Developing Seamless Blended Learning Through Collaborative In-Class and Online Dialogue About Critical Civic Issues to Improve Elementary Students' Interpersonal Competencies and Academic Achievement
More elementary schools nowadays provide students with laptops and Internet connectivity, but limited research on blended learning has been done at the elementary level. This project aims to iteratively develop and evaluate a seamless blended dialogic intervention where the attributes of both face-to-face and online discussions reinforce each other to promote elementary students' interpersonal competencies and academic achievement.
Federal funding program:
Award number:
R305A200364
Grant
Classroom Age Composition and Children's Early Learning: Understanding the Role of Classroom Practices
This project seeks to understand associations between preschool classroom age composition, classroom practices, and children's early learning and social development. There is a lack of research examining how a child's age is related to learning and social development in mixed-age classrooms. Do teachers' classroom practices in mixed-age classrooms serve as a mechanism for differential gains of 3- versus 4-year-olds in these settings? Researchers will examine associations between classroom ag...
Federal funding program:
Award number:
R305A190302
Grant
Language Gains During Early Childhood: Prediction of Later Outcomes and Multiple-Methods Exploration of Relevant Classroom Factors
The purpose of this study is to examine associations between children's language gains in preschool and reading outcomes in elementary school and to identify malleable classroom factors that are associated with children's language gains. Children's early language development is important for their school readiness and later reading success. Researchers will use secondary data and collect primary data to identify and examine policies and classroom processes and practices to determine malleabl...
Federal funding program:
Award number:
R305A190029
Grant
Causal Effects of the Kindergarten Transition Intervention
The purpose of this study is to evaluate the impacts of the Kindergarten Transition Intervention (KTI) on children's academic and social-behavioral development during preschool, their adjustment to kindergarten, and their trajectories from preschool to the end of first grade. Kindergarten transition practices are prominent in federal and state policies and there is a need for rigorous studies of the impact of transition practices on children's kindergarten readiness skills. The research team...
Federal funding program:
Award number:
R305A180004
Grant
Promoting System-Wide Implementation of Evidence-Based Practice for Students with Severe Disabilities through Multi-Tier Professional Development
The Principal Investigator (PI) will conduct a program of research for improving the instructional strategies of paraprofessionals working with students with severe disabilities, and will participate in activities to develop expertise in randomized controlled trials with growth modeling, single-case designs, and grant writing. Previous research has identified three key features of professional development that promote fidelity; professional development must include effective training strateg...
Federal funding program:
Award number:
R324B160009
Grant
Efficacy of the BrightStart! Program for Promoting Emergent Literacy Skills of PreKindergarten Children at Risk for Reading Difficulties
The purpose of this project is to test the efficacy of the Nemours BrightStart! program for prekindergarten children who need additional support in order to enter kindergarten with emergent literacy skills similar to their peers. While practitioners and researchers recognize early childhood as a key period of literacy development, many students who enter kindergarten do not demonstrate the literacy skills necessary to learn to read and write. Research shows that the reading achievement gap i...
Federal funding program:
Award number:
R305A160261
Grant
Read It Again—Mobile: Technology-Supported Language & Literacy Intervention for Preschoolers At-Risk
The purpose of this project is to develop a mobile version of an efficacious early language and literacy intervention called Read It Again-PreK! (Efficacy of Read It Again! In Rural Preschool Settings), to improve preschoolers' language and literacy skills. Children's early language and literacy skills are predictive of later reading comprehension and long-term academic achievement. In addition, the quality of language and literacy instruction and teachers' effective implementation of curric...
Federal funding program:
Award number:
R305A150274
Grant
Efficacy of Conversational Responsiveness Preschool Intervention
In this study, the researchers proposed to evaluate the Hanen approach, a research-based technique for improving preschool teachers' interactions with children. The intervention was designed to improved instructional quality, thereby fostering children's language, literacy, and social skills in both the short and long term. In the early 2000s, research indicated that the academic and social problems of disadvantaged students begin well before they enter elementary school, so a strategy for a...
Federal funding program:
Award number:
R305F050006
Grant
Development and Validation of the Systematic Assessment of Book Reading
The purpose of this project is to expand and validate a new version of an observational measure called the Systematic Assessment of Book Reading (SABR), developed with funding from previous studies funded by the Institute of Education Sciences. Measuring the quality of interactive shared book reading within the early childhood classroom represents a specific dimension of teacher-child interactions that is of great interest to researchers and practitioners. However, there are very few standar...
Federal funding program:
Award number:
R305A150587
Grant
Writing for English Language Learners (WELLS): Exploring the Relationship Between Writing Instruction and Student Outcomes
The ability to write well is a foundational skill necessary for success at school and beyond; however, English language learners (ELLs) consistently perform at lower levels in writing than proficient English speakers. Little is known about how best to improve the writing performance of ELLs. In this project, the research team aims to explore two key malleable factors that have the potential to improve ELLs writing outcomes - the quality of sheltered instruction which is designed to provide a...
Federal funding program:
Award number:
R305A160405
Grant
Teaching and Learning Literature-Related Argumentative Writing in High School English Language Arts Classrooms
Literature-related argumentative writing is defined as critical and analytic thinking about literary texts, rhetorical production, and a social practice involving the identification of a thesis (also called a claim), supportive evidence (empirical or experiential), and assessment of the warrants. Although school writing includes a range of genres and functions, teaching and learning argumentative writing in high school English language arts (ELA) classrooms is of particular significance. The...
Federal funding program:
Award number:
R305A140105
Grant
Read It Again! In Early Childhood Special Education
The purpose of this project was to examine the efficacy of an intervention called Read It Again! for children with disabilities enrolled in early childhood special education and their typically developing classmates over the academic year and during kindergarten. Many children in early childhood special education programs exhibit disabilities that place them at high risk for future reading difficulties, including primary speech-language impairment or a general developmental delay in which la...
Federal funding program:
Award number:
R324A130066
Grant
Dialogic Teaching: Professional Development in Classroom Discussion to Improve Students' Argument Literacy
Student active engagement in classroom discussion, particularly through reasoned argument, has been linked to improved reading and writing achievement and reasoning in other subject areas. However, in typical classrooms, teachers dominate talk, delivering lectures, and students recite material in response to teacher questions (i.e., monologic techniques). This research team intends to develop, refine, and test a professional development program designed to promote dialogic teaching-an approa...
Federal funding program:
Award number:
R305A120634
Grant
A Cognitive Science Investigation of Struggling Adult Readers' Skills
In this project, researchers explored the underlying cognitive processes adults with low reading skills using during comprehension. They examined the component processes adult readers use as they occur in real time, comparing the patterns exhibited by struggling adult readers with non-struggling, college-aged and older readers. By determining the connection among these processes and reading comprehension, the researchers aimed to improve models of reading for adults with low literacy to lead...
Federal funding program:
Award number:
R305A120189
Grant
Reducing Special Education/Reading Risk for Urban Learners through An Oral Reading Fluency Intervention
According to the 2009 NAEP fourth-grade reading results, a large gap exists between urban students with disabilities and their national counterparts. In many urban settings, the large teacher-student ratios increase the likelihood that students with the poorest reading skills will not get the needed instruction to become proficient readers. The research team is proposing to develop a computer-based intervention specifically designed for students with disabilities in urban areas. The interve...
Federal funding program:
Award number:
R324A120103
Grant
Teaching and Learning Argumentative Writing in High School English Language Arts Classrooms
The ability of secondary students to compose written arguments is limited. Recent studies of students' writing performances reveal that only a fraction of students (3% of 8th graders and 6 % of 12th graders) can make informed, critical judgments about written text (Perie, Grigg, & Donahue, 2005). Only 15% of 12th grade students performing at the proficient level were able to write well-organized essays in which they took clear positions and consistently supported those positions. One way...
Federal funding program:
Award number:
R305A100786
Grant
Write Start: Development of an Integrated Occupational Therapy Writing Intervention
Learning to write legibly and fluently is important to children's academic progress. In particular, handwriting appears to be important to the fluency and quality of students' written composition. Often, teachers do not provide explicit and systematic handwriting instruction and rarely use a handwriting program. The handwriting programs that are available have limited evidence for their ability to improve student outcomes. In addition, when students with disabilities, who have handwriting d...
Federal funding program:
Award number:
R324A090004
Grant
Language Growth and Therapy Characteristics for Early Elementary Students
Over 49,000 speech-language pathologists (SLPs) provide services for over one million elementary school pupils who have a primary speech and language impairment. Despite the prevalence and $36 billion annual expense of speech-language services, there is little research showing which characteristics of language intervention specifically lead to improved language outcomes for students. In order to identify "what works" in speech-language pathology, this study will identify characteristics of...
Federal funding program:
Award number:
R324A090012
Grant
Efficacy of Read It Again! In Rural Preschool Settings
The purpose of this project is to test the efficacy of a fully developed language and literacy curricular supplement for preschoolers participating in need-based programs in rural communities. Read It Again! targets a systematic and explicit progression of high-priority skills in four language/literacy domains (narrative ability, vocabulary knowledge, phonological awareness, and print knowledge). These learning domains represent high-priority instructional targets as they are consistently ...
Federal funding program:
Award number:
R305A080459
Grant
Sit Together and Read: Early Childhood Special Education
Children who exhibit primary language impairment in preschool often fail to become good readers. In fact, more than half of these children exhibit a reading disability in second grade. Reading proficiently is a vital skill for academic success and gainful employment. Current practices for preschoolers with language impairment focus on teaching language skills such as vocabulary or grammar. These traditional practices are largely inadequate for improving these children's pre-literacy skil...
Federal funding program:
Award number:
R324A080037
Grant
Group Discussions as a Mechanism for Promoting High-Level Comprehension of Text
In this project, the researchers proposed to identify which types of communication during group discussion enhance grade 4 and 6 students' high-level comprehension and develop instructional approaches and necessary supporting materials to facilitate the use of group discussion to improve such comprehension and, ultimately, reading comprehension.
Federal funding program:
Award number:
R305G020075
Grant
Print Referencing Efficacy
In the early 2000s, research showed that there were substantial early differences in children's emergent literacy skills and that those skills contribute to long-term outcomes in children's reading achievement. Additionally, research showed that intervening before children reached elementary school significantly decreased the likelihood of their developing reading difficulties. This research team implemented and rigorously evaluated a preschool literacy intervention designed to facilitate ch...
Federal funding program:
Award number:
R305G050005
Grant
Career Development Opportunities for High School Students in Baltimore City Public Schools
The purpose of this project is first to explore and then to evaluate career development opportunities (CDOs) in Baltimore City Public Schools (BCPS). The research team is part of an established practice partnership between the Baltimore Education Research Consortium (BERC) and BCPS. They will first identify patterns related to differences in student participation in, access to, and benefits of CDOs and then they will conduct an impact, implementation, and cost study of a CDO.
Federal funding program:
Award number:
R305N240055
Grant
Building Local Collaborative Capacity for Selecting, Implementing and Evaluating Evidence-Based Interventions
The purpose of this training program is to help build the capacity of higher-education faculty, education researchers, and staff of local and state education agencies to effectively use evidence-based interventions to improve student and school outcomes.
Federal funding program:
Award number:
R305B200024
Grant
Enhancing Middle School Mathematics Achievement through Spatial Skills Instruction
The purpose of this project is to evaluate the impact of a spatial skills training curriculum on mathematics achievement for middle school students. Well-developed spatial skills have been shown to be important to success in a variety of science, technology, engineering, and mathematics (STEM) fields. However, causal studies showing a link between spatial skills training and future STEM performance represent a significant gap in our understanding of the link between spatial skills and STEM a...
Federal funding program:
Award number:
R305A170640
Grant
Cognitive Support for Learning Fractional Magnitudes
The purpose of this project is to explore the relationship between cognitive supports (i.e., supports to facilitate student thinking and reasoning) for mathematical comparisons and students' learning of fractional magnitudes, with a particular focus on students with low executive functioning (EF) skills. Understanding fractional magnitudes is a skill that is correlated with later math achievement as well as important real-world outcomes. Students with low EF skills are typically at high risk...
Federal funding program:
Award number:
R305A160295
Grant
Early Learning Network: Critical Contributions of Classroom Ecology to Children's Learning
This research team will generate a comprehensive, empirically driven model of the dimensions of classroom ecology that shape children's academic and social development during the elementary grades. This research project builds upon a strong evidence base which suggests that features of the classroom ecology-including objective and subjective properties of the classroom environment-exert a strong influence on children's development owing to the large amount of time children spend within class...
Federal funding program:
Award number:
R305N160024
Grant
Facilitating Transfer of Mathematical Knowledge from Classroom to Real Life
Mathematical knowledge is crucial for science, engineering, economics, and many other fields of study, as well as many aspects of everyday life; however, even when students successfully learn mathematical concepts, they often have difficulty transferring their knowledge to new situations and at later points in time. One approach to teaching mathematics to facilitate both learning and transfer has been the use of concrete instantiations, including visual displays, as well as real world contex...
Federal funding program:
Award number:
R305A140214
Grant
Children's Learning Research Collaborative Fellowships for Postdoctoral Research Training in the Education Sciences
The Children's Learning Research Collaborative (CLRC) trained four postdoctoral fellows in research related to the designing and testing of interventions intended to strengthen the language and literacy skills of children.
Federal funding program:
Award number:
R305B120008
Grant
Evaluation of the Effectiveness of the Ohio Department of Education's Literacy Core Curriculum for Early Childhood Educators
This project will evaluate the Ohio Department of Education-sponsored professional development course for early childhood educators known as the Literacy Core Curriculum for Early Childhood Educators ("Core") program. Nearly 1,200 Ohio pre-K educators have been trained in Core since 2008; however; the effectiveness of this program and its companion mentoring program, the Teacher Leader Program, to increase educators' literacy-related knowledge and practices has not been tested against other ...
Federal funding program:
Award number:
R305E100030
Grant
The Language Bases of Reading Comprehension
The primary purpose of this project is to increase fundamental understanding of the role of lower and higher level language skills in listening and reading comprehension, and develop effective classroom-based approaches to increase language, general knowledge, and comprehension skills in prekindergarten through grade three. Researchers will begin by conducting basic studies to identify promising targets for intervention. Interventions will be developed and refined through an iterative proce...
Federal funding program:
Award number:
R305F100002
Grant
The Role of External Representations in Learning and Transfer of Mathematical Knowledge
Abstract mathematical concepts pose challenges for learners, especially when learners are young. One way that classroom teachers address this challenge is to introduce abstract concepts through concrete representations or instantiations. For example, manipulatives such as differently colored blocks representing ones, tens, and hundreds could aid the learning of arithmetic. However, extraneous information in concrete representations may distract the learner from the relevant mathematical stru...
Federal funding program:
Award number:
R305B070407
Grant
Scientific Misconceptions: From Cognitive Underpinning to Educational Treatment
In this project, the research team studied the cognitive origins of scientific misconceptions and designed interventions to correct misconceptions. In the early 2000s, one assumed barrier to successful science learning was scientific "pre-conceptions" or "misconceptions," which were found to be resistant to change. A scientific misconception is often defined as everyday beliefs about a natural phenomenon, and these beliefs are different from an expert scientist's view of the same phenomenon....
Federal funding program:
Award number:
R305H050125
Grant
Classroom Connectivity in Promoting Mathematics and Science Achievement
In this project, researchers evaluated the impact of connected classroom technology with interactive pedagogy and professional development on mathematics and science achievement in students from grade 7 through grade 10. This project focused U.S. high school students because they compared relatively poorly internationally, while U.S. elementary school students performed as well as or better than those of other countries at the time of this project. By gathering this evidence, the researchers...
Federal funding program:
Award number:
R305K050045
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