University of California, Riverside
Associated IES Content
Grant
Project i-SMART: Intervention to Support Mindset and Reading Together
The purpose of this project is to develop and evaluate an intensive, supplemental reading intervention (i-SMART) that embeds growth mindset supports to improve reading and motivational outcomes for students with significant reading difficulties (RD) in the middle grades (Grades 4-5), including those with learning disabilities (LD). Reading interventions for students in middle grades yield smaller effects than those in primary grades. One possible reason why existing reading interventions sho...
Federal funding program:
Award number:
R324A230242
Grant
Reading Enhancements for Students With Autism Spectrum Disorders (Project READ): A Reading Comprehension Intervention
The purpose of this study is to evaluate the efficacy of a reading comprehension intervention for 4th to 8th grade students with ASD called Reading Enhancements for Students with Autism Spectrum Disorders (Project READ). Project READ is a tutoring intervention designed with prior IES funding that has demonstrated promise for meeting the heterogeneous reading comprehension needs of students with ASD. For students with ASD, improving reading comprehension is critical for increasing their oppor...
Federal funding program:
Award number:
R324A220215
Grant
Connecting Classrooms to Congress: Fostering Informed Civic Engagement via Online Deliberative Town Halls
In this project, the research team will develop and test a social studies intervention, centered on an online Deliberative Town Hall, to engage high school seniors and teachers directly with their member of Congress. The intervention is designed to embed a democratic experience within a real-world activity to motivate students to deepen their understanding of a controversial policy topic, and to develop their capacity for analytical thinking, argumentation, and writing.
Federal funding program:
Award number:
R305A210359
Grant
Uprooting Children: The Risks and Rewards of Mobility for Vulnerable Students in California's Public Schools
The purpose of this project is to explore the incidence and consequences of non-promotional student mobility and how it influences and interacts with student outcomes-achievement, behavior, social-emotional learning and other forms of development, such as language acquisition and disability status-for vulnerable populations in California. Non-promotional student mobility is defined as students changing schools either mid-year or from one year to the next in grades that do not correspond to t...
Federal funding program:
Award number:
R305A190439
Grant
Multiplicative Reasoning: Developing an Intervention for Students with or At Risk for Mathematics Difficulties
The purpose of this project is to develop and pilot test a mathematics intervention focused on whole number multiplication and division for third grade students with or at risk for mathematics difficulties (MD). Students with MD have a limited understanding of many concepts taught in early school years, especially multiplicative reasoning that is essential to solve problems in challenging situations. Although the percentage of elementary students reaching proficient levels in mathematics has...
Federal funding program:
Award number:
R324A190101
Grant
Smooth Sailing: Teacher-Directed Intervention to Improve Outcomes for Young Children with ASD in General Education Classrooms
The purpose of this project is to develop and test a professional development program for general education teachers who work with students with autism spectrum disorders (ASD) in early elementary school. The program will be designed to improve general education teachers' readiness to work with students with ASD, including their ASD knowledge, student-specific knowledge, self-efficacy to teach children with ASD, appropriate student expectations, and the quality of their relationships with pa...
Federal funding program:
Award number:
R324A180105
Grant
Paths 2 the Future for All: College and Career Readiness Intervention
The purpose of the Paths 2 the Future for All: College and Career Readiness Intervention research project was to develop, revise, and evaluate the promise of the Paths 2 the Future for All (P2F4A) curriculum package for underserved youth in grades 9 to 12. P2F4A modified an existing transition curriculum package, Paths 2 the Future-Girls, originally designed for high school girls with high-incidence disabilities. P2F4A expanded on the promising Paths to the Future-Girls curriculum package by...
Federal funding program:
Award number:
R305A170633
Grant
Vocabulary CHAAOS: Creating Habits that Accelerate Academic Language of Students
The purpose of this project is to develop an intervention to improve the academic language of adolescents with disabilities in Grades 6 8. Results from the National Assessment of Educational Progress (2013) indicate that adolescents with disabilities have poor reading comprehension. More research is needed on how to develop the academic language of adolescents with disabilities. This project seeks to fill this gap by developing three sets (one per grade) of a 12-week intervention with vocabu...
Federal funding program:
Award number:
R324A160019
Grant
Reading Enhancements for Students with Autism Spectrum Disorders (Project READ): A Reading Comprehension Intervention for Students with Autism
The purpose of this project was to develop a comprehensive reading comprehension and behavior intervention for students with autism spectrum disorder (ASD) in upper elementary and middle school who display adequate word reading skills and low reading comprehension. Prior research has found that many individuals with ASD have difficulties with reading comprehension and providing effective reading comprehension instruction is complicated by the unique and challenging behaviors often present fo...
Federal funding program:
Award number:
R324A160299
Grant
BRIDGES: Teaching Reading Through U.S. History
Finding time to provide intensive reading instruction for students with disabilities and poor readers is more difficult in secondary schools than in elementary schools. Reading instruction in middle school is often eliminated in favor of tutoring support for passing courses. Educators can be faced with weighing the importance of content acquisition over reading skills for improving academic outcomes for these struggling students. This project will develop an intervention to address this dile...
Federal funding program:
Award number:
R324A120173
Grant
Successful Transition in the Early School Years for Children with Autism
Research has demonstrated that the quality of children's relationships with their teachers is related to their subsequent academic and social adjustment. This research, however, focuses primarily on typically developing children. The quality of student-teacher relationships (STR) may be particularly important for children with autism spectrum disorders (ASD) and other developmental disabilities because they are less likely to be successful in building positive relationships that may help pr...
Federal funding program:
Award number:
R324A110086
Grant
Strategy Training, Problem Solving, and Working Memory in Children with Math Disabilities
An important part of mathematics programs in elementary schools are word problems. In many current theories on the development of children's mathematical problem-solving, a fundamental component is working memory. Children with math disabilities have limitations in working memory and to date, there have not been any intervention studies that have tried to develop strategies to compensate for working memory demands as they relate to problem solving in children with math disabilities.
Federal funding program:
Award number:
R324A090002
Grant
Growth in Literacy, Language, and Cognition in Children with Reading Disabilities who are English Language Learners
A growing number of children enter school in the United States with Spanish as their first language. The National Assessment of Educational Progress (NAEP) in 2005 indicated that only 15% of Hispanic students in fourth grade read at or above the proficient levels compared to 40% of White or Asian American students. Currently, approaches to the assessment and identification of children for special education services who have limited English proficiency are not consistent. For English Language...
Federal funding program:
Award number:
R324A090092
Grant
Hierarchical Linear Modeling Under Multilevel Non-Ignorable Non-Responses with Applications to NAEP Data
The National Assessment of Educational Progress (NAEP) conducts surveys on the educational achievement of students in the United States. Multistage cluster sampling schemes are widely employed in those surveys, and multilevel non-responses at both the school and student levels are common in those surveys. The non-response adjusted Horvitz-Thompson (HT) estimator, which weights cases by the inverse of their selection probabilities adjusted by the non-response rate, has been regularly used to ...
Federal funding program:
Award number:
R305D090019
Grant
Postdoctoral Methodological Training in Instruction, Reading, Math, and Cognition Research on Children At Risk for Learning Disabilities
This postdoctoral program trained four postdoctoral fellows in research design and statistical methods within the areas of reading, math, and cognition. The training program included mentoring faculty with expertise in intervention research and statistical methods.
Federal funding program:
Award number:
R324B080002
Grant
Precision in Response to Intervention Models: Variations of Measurement, Instruction, Student Language, and Age
English-language learners are often inappropriately referred for special education services due to poor English language skills and poor reading skills. Inappropriate referrals needlessly increase special education costs. Response to intervention models for reading instruction have been developed to address this concern. These models hold significant promise for providing high quality instruction to all students, identifying students with disabilities early and reliably, and reducing the num...
Federal funding program:
Award number:
R324B070098
Grant
Variations in Procedures to Improve Reading Fluency and Comprehension
Many poor readers struggle with word reading and often exhibit slow, halting, error-laced reading or reading that lacks fluency. Phonemic awareness, decoding, vocabulary, language skill, knowledge, and reading fluency all directly or indirectly contribute to reading comprehension. In this 3-year research project, the researchers intended to implement and evaluate approaches to improving the reading fluency and, by extension, the reading comprehension of struggling readers in grades 2 and 4. ...
Federal funding program:
Award number:
R305G050122
Grant
The Read-Write Cycle: An Integrated Model for Instruction and Assessment of Reading Comprehension Through Reading and Writing in the Disciplines
In this project, the researchers aimed to create an effective and generalizable instructional method that teachers could implement across subject areas and grade levels to improve students' reading comprehension. In particular, the goal was to improve reading comprehension to support student knowledge building in content areas. In upper elementary school, students are increasingly expected to master content knowledge independently, and yet many students struggle with reading comprehension an...
Federal funding program:
Award number:
R305G050069
Grant
Age-related Changes in Word Problem Solving and Working Memory
The purpose of this project is to examine the cognitive processes through which working memory (WM) affects word problem solving accuracy in the elementary grades. In addition, the investigators will examine whether children at risk for mathematical difficulties in grade 1 have less working memory and greater difficulty solving word problems compared to average achievers of comparable age over time. Considerable research shows that people's ability to solve word problems depends largely on t...
Federal funding program:
Award number:
R305H020055
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