Southern Methodist University
Associated IES Content
Grant
Project GROW
In this project, the research team will design and test an innovative, feasible, and promising whole-class read-aloud intervention that can improve, or "grow", kindergartners' knowledge of taught academic vocabulary, their generalized vocabulary knowledge, listening and reading comprehension, and phonological awareness. A secondary goal of the intervention is to enhance social-emotional learning (SEL) competence. The research team will select books with engaging illustrations of targeted voc...
Federal funding program:
Award number:
R305A200397
Grant
Examining the Efficacy of Friends on the Block: An Intensive Early Literacy Intervention for Elementary Students With Intellectual and Developmental Disability (Project Intensity)
The purpose of Project Intensity is to conduct a randomized control trial (RCT) to evaluate the efficacy of a literacy intervention, Friends on the Block, designed to enhance reading and language outcomes for elementary students with intellectual and developmental disability (IDD).
Federal funding program:
Award number:
R324A200151
Grant
Developing Computational Tools for Model-Based Oral Reading Fluency Assessments
The purpose of this study is to expand the existing estimation model available in a computer-based oral reading fluency (ORF) assessment which was developed as part of a previous IES grant (R305A140203). The extensions of the previous model will include the development of a sentence-level model that takes into account between-sentence dependency and incomplete reading.
Federal funding program:
Award number:
R305D200038
Grant
A Research Partnership to Improve the Quality of Pre-K Classroom Practices
The purpose of the research partnership is to systematically improve overall pre-kindergarten (pre-K) quality through professional development (PD) Dallas ISD provides to instructional specialists (i.e., coaches) and pre-K classroom teachers. The overall goal of the partnership was to focus on data use and evidence to systematically improve and differentiate PD for instructional specialists and teachers. The partnership focused on differentiatingPD for teachers based on teacher need, focusin...
Federal funding program:
Award number:
R305H180015
Grant
Project FOCUS: Exploring Response to Intervention with a Focus on Students Receiving Tier 3 and Special Education for Reading Disabilities
The purpose of this study is to explore the relationship between schools' RTI (Response to Intervention) implementation and teachers' RTI knowledge and student outcomes. There will be a particular focus on students receiving Tier 3 interventions and students with reading disabilities in special education (i.e., students with IEPs in reading). Although RTI is widely used, research suggests that Tier 3 intervention implementation is highly variable and its relation to special education is inco...
Federal funding program:
Award number:
R324A160132
Grant
English Learner Vocabulary Acquisition (ELVA): Promoting the Vocabulary and Language Proficiency of Spanish Speaking English Learners in Second Grade
The goal of this project was to create and test an intelligent tutoring system called English Learner Vocabulary Acquisition (ELVA) that increases the vocabulary knowledge, text comprehension and English language proficiency of Spanish-speaking English Learners (ELs) in second grade. The project focused on academic words that are necessary to describe, explain and discuss science phenomena and social studies issues relevant to second grade content that is included in the Common Core State St...
Federal funding program:
Award number:
R305A140471
Grant
Project Intensity: The Development of a Supplemental Literacy Program Designed to Provide Extensive Practice with Multiple-Criteria Text for Students with Intellectual Disabilities
The purpose of this project was to develop a reading program that will supplement current reading instruction and increase the intensity of instruction for students with intellectual disabilities. Many students with intellectual disabilities fail to achieve minimal literacy skills. Intervention techniques effective for struggling readers can also improve literacy outcomes for students with intellectual disabilities. Students with intellectual disabilities, however, need more intensive instru...
Federal funding program:
Award number:
R324A130102
Grant
Using Imperfect Fidelity Measures to Improve Statistical Inferences about Educational Interventions
The purpose of this project was to develop statistical methods to conduct inference for impact studies of education interventions that take into account the variability of intervention fidelity in the experimental treatment group.
Federal funding program:
Award number:
R305D090020
Grant
Scaling-up Effective Intervention for Preventing Reading Difficulties in Young Children
In this project, researchers intended to study the implementation of two first grade reading interventions, Proactive Reading and Responsive Reading, both of which differ greatly in theory and instructional design. The expected outcomes of this project included an evaluation of the two reading interventions for young children from a large number of schools.
Federal funding program:
Award number:
R305W030257
Grant
Exploring Collaborative Embodiment for Learning (EXCEL): Understanding Geometry Through Multiple Modalities
The purpose of this project is to explore how the interaction between collaboration and multisensory experiences, referred to here as collaborative embodiment, affects students' geometric reasoning through the use of augmented reality (AR) technology. This research is significant because theories of embodiment are needed that take into account the multi-learner nature of mathematics classrooms and how learners can jointly embody mathematical ideas using different modalities. In addition, rec...
Federal funding program:
Award number:
R305A200401
Grant
Measuring the English Language Vocabulary Acquisition of Latinx Bilingual Students (Project MELVA-S)
The purpose of this project is to develop an online formative assessment that measures the science vocabulary knowledge of Latinx bilingual students (LBS) with different levels of English and Spanish language proficiencies. Results from the assessments can be used to progress monitor students, help teachers differentiate language and vocabulary instruction, and provide additional science vocabulary supports within a Response-to-Intervention approach.
Federal funding program:
Award number:
R305A200521
Grant
Examination of Low Motivation in the 12th Grade NAEP
Examination of Low Motivation in the 12th Grade NAEP
Federal funding program:
Award number:
R902B070022
Grant
Maximizing Literacy Learning among Children with Mild to Moderate Mental Retardation: Project Maximize
The purpose of the proposed research is to determine if what we know about teaching reading to children with reading difficulties applies to children who have mild to moderate mental retardation (MR). The researchers will also explore what levels of reading competence can be achieved when a long-term intervention is implemented.
Federal funding program:
Award number:
H324K040011
Grant
Use of Sampling Weights in Hierarchical Models Fit to NAEP Data
This project proposes to develop tools and recommendations about appropriate methodologies for secondary users of NAEP data who wish to estimate multilevel models. The project will involve four stages: (1) the development of methodology for estimating multilevel generalized linear models from data collected using complex sample designs; (2) the fitting of multilevel linear and generalized linear models to NAEP data sets using student weights only [the incorrect method] and using the newly d...
Federal funding program:
Award number:
R902B040038
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