University of Houston
Associated IES Content
Grant
A Longitudinal Investigation of Predictors and Outcomes of Specific Learning Disabilities Identification
The purpose of this study is to improve understanding of the factors related to specific learning disabilities (SLD) identification and student academic outcomes. Students with SLD represent the largest group of students receiving special education and related services in the United States. However, few studies have examined the SLD identification process and its implications for improving outcomes for students at significant risk for SLD. Presently, there is very little evidence for the eff...
Federal funding program:
Award number:
R324A230138
Grant
Project LISTO: A Longitudinal Investigation of Reading Risk for Adolescent Newcomer English Learners
The purpose of this project is to explore English reading risk among adolescent newcomer English learners (ELs) across their first 2 years of enrollment in U.S. middle schools. A newcomer EL is defined as a student who initially enrolls in a U.S. school without completing a prior year of instruction in a U.S. school and is classified as limited English proficient at school entry. Few studies have examined reading risk with this population and existing risk models may not be useful due to the...
Federal funding program:
Award number:
R324A220038
Grant
Identifying Optimal Scoring Metrics and Prompt type for Written Expression Curriculum-Based Measurement
The purpose is to develop a revised assessment tool, Automated Written Expression Curriculum-Based Measurement (aWE-CBM), by combining advances in automated text evaluation with revised WE-CBM procedures for students in 3rd through 5th grade. Developing aWE-CBM will better align scoring with writing development theory and improve the technical adequacy and feasibility of screening for writing in upper elementary grades.
Federal funding program:
Award number:
R305A190100
Grant
Cognitive and Linguistic Mediators of Response to Intensive Interventions in Reading for English Learners At-Risk for Learning Disabilities
The Principal Investigator (PI) will conduct a program of research for improving outcomes of English learners (EL) at risk for learning disabilities (LD) while participating in mentoring and training activities to develop expertise related to research with ELs, complex mediation analyses, regression discontinuity designs (RDD), and the application of mediation frameworks to RDDs. The PI intends to investigate the extent to which cognitive and linguistic factors (i.e., vocabulary/background k...
Federal funding program:
Award number:
R324B170012
Grant
Uno, Dos, Tres, Listos! Monitoring Kindergarten Readiness Bilingually
Researchers in this project are developing and validating a classroom-based, bilingual (Spanish/English) adaptive assessment of children's readiness for knowledge and skills aligned to Early Learning and Development Standards. Due to varying experiences with how children learn a second language in and outside of the home, English learners often present a range of linguistic profiles. These children's academic achievement may be slowed as they are simultaneously developing language and skills...
Federal funding program:
Award number:
R305A160402
Grant
Identification of Reading and Language Disabilities in Spanish-Speaking English Learners
This study planned to explore factors related to the identification and classification of reading and language disabilities among Spanish-speaking English language learners (ELLs) in an effort to provide school-based professionals with clearer criteria for identifying learning disabilities in these students. ELL students are the fastest growing subgroup of students in U.S. public schools and are disproportionately at risk for poor academic outcomes. Given the risk of poor outcomes, the ident...
Federal funding program:
Award number:
R324A160258
Grant
Consistency Management & Cooperative Discipline (CMCD): An Efficacy Trial with Students in Third and Fourth Grade Urban Schools
The purpose of this study was to test the efficacy of the Consistency Management & Cooperative Discipline (CMCD) teacher professional development and coaching program for improving student behavior and academic achievement in third and fourth grade. The management of classrooms impacts how all teachers - from neophytes to veterans - teach and engage their learners. CMCD is a widely used classroom management program based on sharing responsibility for learning and classroom organization. ...
Federal funding program:
Award number:
R305A140493
Grant
WORLD Efficacy Study
The Words of Oral Reading and Language Development (WORLD) is a shared book reading intervention previously developed, piloted, and refined through an IES Development grant. This intervention is designed to develop and accelerate science and social studies content-related vocabulary and background knowledge in preschool-aged children for later reading with comprehension. WORLD incorporates explicit and implicit shared book-reading strategies (e.g., prompting, elaborating, inferencing) in ric...
Federal funding program:
Award number:
R305A140698
Grant
Scale-up Evaluation of Reading Intervention for First Grade English Learners
The purpose of this project was to determine the effectiveness of a fully developed first grade literacy and oracy intervention in Spanish and English when implemented directly by school personnel across various settings and populations. Researchers assessed the factors at the student and school levels which moderate intervention effectiveness. The research team completed a one-year follow-up of participants to determine maintenance of effects. Researchers generalized findings from prior eff...
Federal funding program:
Award number:
R305A110297
Grant
Using Longitudinal and Momentary Analysis to Study the Impact of Middle School Teachers' Stress on Teacher Effectiveness, Student Behavior and Achievement
Teaching is a highly stressful occupation. Teacher stress may influence how effective teachers are in the classroom, with potential consequences for their students' behavior and learning. The research team intends to identify predictors and outcomes of job stress in middle school teachers, linking teacher stress to student behavior and achievement via teacher effectiveness. Using a prospective multi-method, multi-time scale investigation of the proposed mediational chain (i.e., stressors lea...
Federal funding program:
Award number:
R305A110080
Grant
Language and Literacy Abilities in Spanish Language Speaking Children
Spanish-speaking students represent the largest and fastest growing language minority group in the United States. Unfortunately, their educational outcomes and future economic prospects lag behind those of their English-speaking peers. While much has been learned about the educational needs of Spanish speaking students in the United States, much more remains to be learned about the specific nature and development of their language and literacy abilities. The purpose of this project is to app...
Federal funding program:
Award number:
R305A100272
Grant
Cross-Classified Structural Equations Model: Development of an OpenMX Module and its Application to Multiyear Assessment and Intervention Data in Literacy Research
The proposed project aimed to: (1) develop a software library for fitting cross-classified structural equations models (CC-SEM); (2) analyze a number of large literacy-related datasets with common methodological issues; and (3) document and disseminate the software library.
Federal funding program:
Award number:
R305D090024
Grant
Diagnostic Assessment of Reading Comprehension: Development and Validation
At the time of this study, available tools for the assessment of reading comprehension had limited use in profiling students' strengths and weaknesses in the components of reading comprehension. Also, these tools were affected by students' ability to decode the words in texts, were non-informative for teachers in guiding instruction, and were limited in assisting teachers of language minority students. In this project, researchers purposed to develop a diagnostic assessment of reading compre...
Federal funding program:
Award number:
R305G050201
Grant
Transdisciplinary Approaches to Improving Opportunities and Outcomes for English Learners: Using Engagement, Team-Based Learning, and Formative Assessment to Develop Content and Language Proficiency
This R&D Center is examining instruction of secondary English learners.
Federal funding program:
Award number:
R305C200016
Grant
Gender Stereotypes in STEM: Exploring Developmental Patterns for Prevention
The gender gap in STEM (science, technology, engineering, and math) remains a large and persistent problem in the United States. Although many factors influence this gap, research points to gender difference in students' interest and motivation in STEM as a major contributor to later disparities in STEM majors and careers. This difference in interest and motivation is driven, in part, by stereotypes. Stereotypes refer to beliefs that link groups with certain traits or characteristics. Two ne...
Federal funding program:
Award number:
R305A200520
Grant
Application of Explanatory Item Response Models to Understand Influence of Reader-Text Interactions on Reading Comprehension and Reading Intervention Effects
Reading comprehension is viewed by researchers as being the product of complex interactions between a reader, a text, and an activity, but little research has been conducted to look at these specific interactions. At the same time, it is common for reading interventions to show positive effects on tests designed by researchers but not on standardized tests. The purpose of this project is to explore the interaction between readers and texts and how this interaction differs for different kinds...
Federal funding program:
Award number:
R305A170251
Grant
Improving the Accuracy of Academic Vocabulary Assessment for English Language Learners
The researchers sought to improve understanding of factors that affect assessment of vocabulary knowledge among English learners (ELs) in unintended ways by conducting multiple item-level analyses. Based on those findings, the researchers refined an existing academic vocabulary assessment to be psychometrically and theoretically sound for these students. Results from this study can be used to expand what is known about item characteristics that are differentially difficult for ELs as well as...
Federal funding program:
Award number:
R305A170151
Grant
Project Families4College (F4C)
The purpose of this project is to develop a modular curriculum designed to address parent and student access to information about college and planning ahead for college, especially for high-risk Hispanic/Latino families and students. Implemented in partnership with high schools, the Project Families4College (F4C) is intended to develop parent and student “college knowledge” through two-way streams of communication between the home and school to enhance college enrollment. F4C will immer...
Federal funding program:
Award number:
R305A140699
Grant
Arithmetical and Cognitive Antecedents and Concomitants of Algebraic Skill
Algebra is a prerequisite for access in science, technology, engineering, and mathematics. Yet many high school students do not take or are unable to complete a course in algebra, and few high school students are proficient at multi-step problem solving and algebra. In order to provide a basis for improving students' preparation for this essential skill, it is important that we identify the arithmetical or other cognitive factors that either limit or facilitate algebraic problem solving. How...
Federal funding program:
Award number:
R305A110067
Grant
Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE)
In 2003-2004, English language learner services were provided to 3.8 million students in the U.S., or 11 percent of all students. Most English language learners confront an educational landscape where they must study and be tested on grade-level curricula in a new language at the same time they are learning that language.
Federal funding program:
Award number:
R305A050056
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