University of Texas, Austin
Associated IES Content
Grant
Examining the Efficacy of Integrating Anxiety Management Practices with Reading Intervention for Students with Reading Disabilities
The purpose of this project is to evaluate the efficacy of a reading intervention that embeds anxiety management instruction, Reading and Anxiety Management (RANX), for upper elementary students with reading difficulties. Evidence suggests that non-academic factors, such as anxiety, may play a role in limiting reading outcomes for upper elementary students. Further, greater anxiety has been associated with poorer academic performance, and anxiety has been associated bi-directionally with res...
Federal funding program:
Award number:
R324A240137
Grant
Disentangling Intervention Practices Aligned With Motivational, Agentic, and Self Theories (MAST): An Integrative Meta-Analysis and Scoping Review
The purpose of this project is to conduct a systematic investigation of interventions for students with disabilities in kindergarten to 12th grade (K-12) that target the constructs in motivational, agentic, and self theories (MAST). Motivation theories seek to understand what drives humans to work towards particular goals. Agentic theories hold the view that humans are active contributors to, or agents of, their own behavior. Self theories focus on how humans view themselves, which shapes th...
Federal funding program:
Award number:
R324A240162
Grant
Development of a Narrative Language and Reading Comprehension Program for Emergent Bilinguals With or At Risk for Reading Disabilities
The purpose of this project is to develop and test the promise of a narrative language and reading comprehension intervention called Guided, Explicit, Teaching of Oral and Written Narratives to Improve Narrative Text Comprehension (GET ON IT!) for emergent bilinguals with or at risk for reading disabilities (EBs with RD) in grades 2-4. GET ON IT will provide a unique extension of an existing narrative language intervention called Supporting Knowledge in Language and Literacy (SKILL), which w...
Federal funding program:
Award number:
R324A240204
Grant
National Disability Center for Student Success
The purpose of the National Disability Center for Student Success (Center) is to advance the capacity of postsecondary institutions in the United States to support the successful enrollment, persistence, and completion of degrees by postsecondary students with disabilities (PSWD). The Center activities draw upon three main conceptual frameworks: (a) student engagement is a critical predictor of student success; (b) instructors need support in building their accessibility knowledge base, mind...
Federal funding program:
Award number:
R324C230008
Grant
Math SPIRAL: Specialized Intervention to Reach All Learners
The goal of this project is to conduct an initial evaluation of Math SPIRAL (Specialized Intervention to Reach All Learners), an educator-provided mathematics intervention for students in grades 4 and 5. In this project, support will be provided to educators in a large urban school district to teach math to small groups of students identified as needing intervention through state achievement testing. In 2021, the percentage of students in the district who required small-group math interventi...
Federal funding program:
Award number:
R324X220024
Grant
The Self-Determined Learning Model of Instruction for Reading (SDLMI-R): Improving Outcomes of Upper Elementary Students with or At-Risk for Reading Disability
The purpose of this project is to develop and test the Self-Determined Learning Model of Instruction for Reading (SDLMI-R) to increase self-determination and reading achievement among 4th and 5th graders with or at-risk for reading disability (RD). This newly developed program will adapt the research-based SDLMI (https://selfdetermination.ku.edu/), originally designed to support secondary students in transition planning, to address a critical need for self-determination interventions for upp...
Federal funding program:
Award number:
R324A210204
Grant
Fully Latent Principal Stratification: A New Framework for Big, Complex Implementation Data from Education RCTs
Unlike their more traditional counterparts, computer-based interventions typically allow researchers and administrators to collect implementation data automatically in the form of log or clickstream data. Log data from technology RCTs present an unprecedented opportunity for researchers to use the fine-grained and rich data to help understand how, why, and when online interventions work. Log data, however, present a challenge, in that they differ in structure and size from data commonly enco...
Federal funding program:
Award number:
R305D210036
Grant
Collective Capacity (Project C2): Professional Learning to Improve the Quality of Language and Literacy Instruction for English Learners
The purpose of this project is to develop, refine, and pilot test a job-embedded professional learning model for fourth- and fifth-grade teachers focused on increasing the quality of language and literacy instruction for English Learners (ELs). This project builds on the team's previous Model Demonstration work as leaders of Project ELITE, funded by the Office of Special Education Projects, U.S. Department of Education, which focuses on building educators' capacity to meet the language and l...
Federal funding program:
Award number:
R305A200516
Grant
Development of an Intervention to Improve Reading Efficiency for Students With or At Risk for Word-Reading Disability
This project will develop an intervention to address a significant problem for students with word-level reading disability (WLRD; i.e., specific learning disability in basic reading, dyslexia): reading words and text with automaticity. There is evidence that (a) poor reading fluency is a consistent and persistent characteristic of WLRD across written languages, and (b) word- or text-reading fluency skills are particularly resistant to intervention. The intervention will address previously un...
Federal funding program:
Award number:
R324A200209
Grant
The Role of Algebraic Reasoning Within Additive and Multiplicative Multi-Step Problem Solving for Students With Mathematics Difficulty (Project RAAMPS)
The purpose of this initial efficacy study is to assess whether algebraic reasoning instruction, conducted within the context of word-problem intervention, leads to increases word-problem performance on one- and multi-step word problems. Research indicates students with mathematics difficulty (MD) demonstrate lower performance on setting up and solving word problems compared to peers without MD. The use of schemas has been shown to be an effective method of word-problem instruction for stude...
Federal funding program:
Award number:
R324A200176
Grant
Multi-Tiered Systems of Support and Methodological Skill Development
Federal funding program:
Award number:
R324B200012
Grant
School-Based Marginalization, Social Behavioral Competencies, and Achievement: A Meta-Analysis
The purpose of this project was to conduct a meta-analysis of potential links among school-based marginalization, social behavioral competencies, and academic achievement from kindergarten through high school. Marginalization within schools - a process through which students are excluded from the larger school culture due to their personal identities and experiences—represents a key malleable facet of school climate that may be amenable to intervention. The process of marginalization can b...
Federal funding program:
Award number:
R305A190504
Grant
Collaborative Teacher Expertise in Evidence-Based Decision Making for Reading Intervention: Development of the EXPERT Training Program
The purpose of this project is to develop the EXPERT intervention, a professional development model for improving teachers' use of evidence-based decision making (EBDM) to effectively intensify interventions for students with reading disabilities (RD) in grades 3-5. Specific learning disabilities (SLD) are the most common disabilities in K-12 education, with RD being the most common form of SLD. Students with RD need intensive, individualized interventions in order to make measurable gains i...
Federal funding program:
Award number:
R324A190126
Grant
Examining the Efficacy of a Content Area Reading Comprehension Intervention for Students With Disabilities
The purpose of this study is to test the efficacy of the reading comprehension intervention, PACT-Promoting Adolescents' Comprehension of Text, for middle school learnerswith disabilities. PACT has demonstrated efficacy for improving outcomes for students without disabilities, but has not been rigorously evaluated for learners with disabilities. Data from the prior efficacy study do suggest the intervention is promising for learners with disabilities. Many adolescents with disabilities do no...
Federal funding program:
Award number:
R324A190072
Grant
Preventing School Dropout with Secondary Students: The Implementation of an Individualized Reading Intervention and Dropout Prevention Intervention
The purpose of this project is to test the efficacy of an individualized reading intervention (Reading Interventions for Adolescents; RIA) and a dropout prevention intervention (Check & Connect; C&C) separately and combined for secondary students with reading difficulties who are also at risk for dropping out of school. Despite improved knowledge about effective reading interventions for students in the younger grades, much less is known regarding effective interventions and reading instruct...
Federal funding program:
Award number:
R324A100022
Grant
Middle School Matters: Promoting Research- and Evidence-Based Practices to Support Reading Comprehension (MSMPREP)
This project developed, refined, and piloted a professional development model designed to support middle school teacher implementation of reading practices known to improve literacy for middle grades students.
Federal funding program:
Award number:
R305A170556
Grant
Project Connect-IT (Connecting Text by Inference and Technology): Development of a Text-Integration Intervention for Middle School Students with Comprehension Difficulties
The purpose of this study is to design and test a technology-based intervention aimed at improving how middle school students with reading disabilities make inferences while reading. Results from the National Assessment of Educational Progress indicate that students with disabilities continue to perform at the basic level with little change in comparison to their typically developing peers in the past few administrations of this assessment. There is preliminary evidence that improvements in ...
Federal funding program:
Award number:
R324A170150
Grant
Response Ratio Effect Sizes for Single-Case Designs with Behavioral Outcome Measures
This project developed models and methods of estimating response ratio effect sizes in single-case designs. Current methods for response ratios make the assumption that outcomes are drawn independently from a process that is stationary in each phase, an assumption which is typically unrealistic when the observations are made repeatedly on the same individual. By elaborating an existing measurement model for behavioral observations, statistical models that can accommodate both serially-correl...
Federal funding program:
Award number:
R305D160002
Grant
Project AIM: Algebra-readiness Intervention Modules for Middle School Students with Mathematics Difficulties
The purpose of this study is to test the efficacy of Tier II Algebra-readiness Intervention Modules (Project AIM) designed to improve mathematics achievement for sixth- and seventh-grade students with difficulties in mathematics. Student success in Algebra I has been linked to greater ability to be successful at the post-secondary level and to garner higher-wage jobs. There is a critical need to ensure middle school students with mathematics difficulties are better prepared for Algebra I. Ho...
Federal funding program:
Award number:
R324A160042
Grant
The Scale Up of Promoting Adolescents Comprehension of Text
The purpose of this project is to test the effectiveness of the Promoting Acceleration of Comprehension and Content through Text (PACT) intervention, which has been shown to have efficacy in improving middle school students' content-area reading comprehension. Researchers have found that a significant number of adolescents and young adults do not understand complex text, which in turn negatively impacts their ability to succeed in school, attend college, and be successful in the workplace. I...
Federal funding program:
Award number:
R305A160026
Grant
Preschool, Family, and Community among Mexican Immigrants
The purpose of this project is to identify mechanisms that are associated with Mexican immigrant families' selection of preschool programs for their children and examine how enrollment in preschool is related to children's school readiness skills. Children from Mexican immigrant families are the fastest growing segment of the U.S. population and, unfortunately, have lower school readiness and subsequent achievement than their U.S.-born peers. Children from Mexican immigrant families are unde...
Federal funding program:
Award number:
R305A150027
Grant
Examining the Efficacy of Differential Levels of Professional Development for Teaching Content Area Reading Strategies
This project examined the efficacy of a distributed professional development model featuring STRIVE-a set of literacy practices infused into social studies content-on 4th grade students' content knowledge and literacy outcomes. Many upper elementary students struggle with understanding what they read. Evidence suggests that reading in the social studies benefits students' general reading ability, but many teachers are not provided adequate professional development in how to leverage both lit...
Federal funding program:
Award number:
R305A150407
Grant
Preventing Dropout Among At-Risk Youth: A Study of Project Goal with English Learners
This project will test the efficacy of providing intensive reading instruction and/or a program to prevent dropout to high school ELLs who are at risk for not completing high school. In general, ELLs are less likely to graduate from high school than their monolingual peers. This may be related to lower skills in reading comprehension in English and higher rates of absenteeism and disciplinary problems than their monolingual peers. Students will participate in the intervention in 9th and 10...
Federal funding program:
Award number:
R305A150058
Grant
Developing Connections Between Word Problems and Mathematical Equations to Promote Word-Problem Performance Among Students with Mathematics Difficulty
The purpose of this efficacy study was to assess whether equation-solving instruction, conducted within the context of word-problem tutoring, led to improved word-problem solving outcomes. Word-problem proficiency is necessary to demonstrate successful mathematics performance. Many students, however, are inadequately prepared to solve word problems, and this is especially true for students with or at risk for mathematics difficulty (MD). Students with or at risk for MD demonstrate significan...
Federal funding program:
Award number:
R324A150078
Grant
A Longitudinal Study of Latino Students' Grade 3 Academic Achievement: The Role of Early Childhood Family and School Characteristics
Experiences during early childhood play a critical role in shaping the academic trajectories of students throughout elementary school and into middle and high school. For Latino students, who are at high risk for high school dropout, these experiences unfold within a unique cultural context defined by immutable factors such as country of origin and immigrant status. Yet within this context, culturally specific processes at the child, family and school levels, such as cultural socialization, ...
Federal funding program:
Award number:
R305A130702
Grant
Project AIM: Algebra-readiness Intervention Modules for At-Risk Students
Success in algebra courses has been linked to greater success at the secondary and postsecondary levels and higher-wage jobs. Algebra competence, however, is a particular concern for students with or at risk for mathematics disabilities. These students are participating in general education mathematics courses in growing numbers and facing curriculum standards and graduation requirements that demand mastery of algebra. These students continue to demonstrate poor mathematics achievement that ...
Federal funding program:
Award number:
R324A120364
Grant
A Randomized Trial of a Tutor-Based Mathematics and Attention Intervention for Low-Performing Pre-Schoolers at Risk for Mathematical Difficulties in School
Mathematical knowledge at school entry is an important predictor of later academic achievement. Children who are especially low performing on measures of mathematical knowledge at the beginning of preschool often show less growth in mathematical knowledge over the preschool year, remain well below school readiness benchmarks for mathematics, and continue to struggle in mathematics in later grades despite receiving high-quality classroom instruction. These students require more intensive int...
Federal funding program:
Award number:
R324A120410
Grant
A Multisite Evaluation of the Implementation and Impact of Supplemental Educational Services
The project will evaluate the efficacy of supplemental education services provided to low-income students as required under the No Child Left Behind Act of 2001. As part of this work, the project will: (1) estimate the net impacts of supplemental education services on student achievement; (2) identify the particular design elements and curricular and instructional components of programs that contribute to these impacts; (3) investigate whether those students who are most in need of extra aca...
Federal funding program:
Award number:
R305A100995
Grant
Postdoctoral Research Training Fellowship Program
Federal funding program:
Award number:
R324B080008
Grant
Project Collaborative Strategic Reading (CSR): Interventions for Struggling Adolescent and Adult Readers and Writers
Less than 20 percent of students have reading comprehension skills at or above grade-appropriate proficiency levels. Minority students and English language learners are more likely to perform below proficiency levels. For example, 41 states reported that only 18.7% of English language learners scored above state-established norms for reading comprehension. A number of factors contribute to students not being able to comprehend text including: (a) inadequate decoding skills; (b) reading text...
Federal funding program:
Award number:
R305A080608
Grant
Enhancing Learning by Reducing Distraction
In this project, researchers aim to expand and improve an existing digital intervention called Finding Focus that is intended to help high school students train their attention and then use it to more effectively regulate distracting thoughts and emotions. Specifically, key innovations will include (i) advanced personalization of the intervention to students' aspirations, (ii) an expanded curriculum that addresses the pervasive distraction of digital media, and (iii) new methods for ensuring...
Federal funding program:
Award number:
R305A220435
Grant
A Replication Study to Examine the Efficacy of Sound Partners When Implemented by Peer Tutors
This research team will carry out a replication randomized controlled trial (RCT) to examine the efficacy of Sound Partners, a reading intervention, delivered through cross-age peer tutoring. The project features moderator analyses to examine how socioeconomic status (SES) is related to intervention effects on student reading outcomes. Early achievement gaps between children of high- and low-resource families have persisted over a long period of time for several reasons including that a) n...
Federal funding program:
Award number:
R305R220024
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
Project LEAPS: Latino Education After Public School
. Latinos are the U.S. racial/ethnic group with the lowest levels of educational attainment. At the same time, Latino parents perceive education as vital to their children's future. Although most Latino adolescents identify postsecondary education as important, many do not pursue it due to limited knowledge and confidence about their readiness. The purpose of this project is to develop and test LEAPS, an intervention that intervenes simultaneously with Latino parents, students, and school co...
Federal funding program:
Award number:
R305A200387
Grant
Cohesive Integration of Behavior Support within a Process of Data-Based Intervention Intensification
The goal of this project is to build and optimize an adaptive intervention within a multi-tiered system of supports (MTSS) model to improve elementary school students' academic and behavior outcomes. The overall adaptive intervention will consist of various combinations of academic (reading or math) and behavior (self-regulation) strategies designed to improve academic engagement and learning. Behavior problems and academic problems often co-occur, as learning difficulties may lead to frustr...
Federal funding program:
Award number:
R324N180018
Grant
A Research Synthesis of the Effects of Classroom Structure on Student Motivation, Engagement, and Achievement
The researchers conducted a research synthesis and set of meta-analyses focused on the role of classroom structure in preschool through high school students' academic competence beliefs, engagement, and achievement. By classroom structure, the researchers meant an overall approach to creating a predictable classroom environment that includes an assortment of practices implemented by teachers meant to organize and guide students' school-relevant behavior and in turn, support students' in effe...
Federal funding program:
Award number:
R305A160406
Grant
High School and Beyond: Midlife Follow-up
The High School and Beyond (HS&B) Midlife Follow-up Study followed-up the members of the High School and Beyond (HS&B) sophomore and senior panels. These data are scheduled to become available through the NCES Restricted-Use Data Licenses later in 2016. The main purpose of the study is to understand the long-term effects of education on midlife outcomes. Researchers can couple information gathered from the sample members in high school and the early adult years with current information abo...
Federal funding program:
Award number:
R305U140001
Grant
Understanding Malleable Cognitive Processes and Integrated Comprehension Interventions for Grades 7–12
The goals of this project are to (a) improve our knowledge of cognitive processes that underlie reading for understanding to identify malleable processes that may be targets of intervention, and (b) provide knowledge about the role of engagement and motivation in enhancing reading comprehension outcomes, and integrate and apply the findings from these studies to develop and test the efficacy of interventions for students with reading comprehension difficulties in grades 7-12. This work is gr...
Federal funding program:
Award number:
R305F100013
Grant
Validating a Response to Intervention Multitiered Model for Primary Grade Students With Mathematics Difficulties
If children do not master basic math facts in early elementary school, they will be unable to move on to more advanced mathematics skills necessary for success in school and life. Intensive mathematics interventions implemented in early elementary school have the potential for preventing mathematics difficulties and improving long-term mathematics outcomes for all students, particularly for students with mathematics disabilities.
Federal funding program:
Award number:
R324B070164
Grant
Methodological Investigation of Effect Size Estimates Used in Meta-Analyses of Single-Case Research Design Results
The purpose of this project is to (1) examine the methods utilized for single-case design meta-analyses to identify effective effect size (ES) descriptors, (2) conduct a meta-analytic study of school-based treatments for children with autism spectrum disorders (ASD), and (3) perform a Monte Carlo simulation to compare the performance of ES estimates designed to describe a treatment's effectiveness with interrupted time series data from single-n AB designed studies.
Federal funding program:
Award number:
H324U050002*
View More