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IES Grant

Title: PIRT Program to Increase Research Capacity in Educational Science
Center: NCER Year: 2005
Principal Investigator: Lonigan, Christopher Awardee: Florida Center for Reading Research: Florida State University
Program: Postdoctoral Research Training Program in the Education Sciences      [Program Details]
Award Period: 4 years Award Amount: $705,627
Goal: Training Award Number: R305B050032
Description:

The Florida Center for Reading Research (FCRR) offers a Postdoctoral Interdisciplinary Training Program (PIRT) in Education Science. The FCRR postdoctoral training program builds on a set of extensive resources and training opportunities currently available at Florida State University (FSU). From its inception, FCRR was designed to employ an interdisciplinary approach to facilitating the reading achievement of children in the State of Florida. One goal of FCRR is to increase the quality and quantity of research in educational sciences across disciplines. FCRR's PIRT program provided the means for establishing formal links between faculty associated with FCRR and their graduate students, taking advantage of the interdisciplinary structure of FCRR and the resources of FCRR to provide graduate students from different relevant departments with coursework, experiences, and a common evidence-based approach to education science. FCRR's Postdoctoral Program builds upon this capacity, providing postdoctoral fellows with access to knowledge, resources, and training experiences that are specifically designed to produce professionals that can bring the required level of methodological rigor and expertise, statistical sophistication, a deep understanding of the theoretical, practical, and policy issues related to educational research and policy.

Project Website: http://pirt.fcrr.org/pirt_prog.html.

Related IES Projects: Florida State University has received two additional IES awards to implement the Predoctoral Interdisciplinary Training Program (PIRT) in Education Science at the Florida Center for Reading Research (FCRR). More information about these predoctoral training awards can be found at http://ies.ed.gov/ncer/projects/grant.asp?ProgID=16&grantid=149&NameID=79 (2004 award) and http://ies.ed.gov/ncer/projects/grant.asp?ProgID=16&grantid=860&NameID=38 (2009 award).

Publications

Journal article, monograph, or newsletter

Al Otaiba, S., Puranik, C., Rouby, A., Greulich, L., Sidler, J., and Lee, J. (2010). Predicting Kindergarteners' End-of-Year Spelling Ability Based on Their Reading, Alphabetic, Vocabulary, and Phonological Awareness Skills, as Well as Prior Literacy Experiences. Learning Disability Quarterly, 33(3): 171–183.

Al Otaiba, S., Puranik, C., Ziolkowski, R., and Montgomery, T. (2009). Effectiveness of Early Phonological Awareness Interventions for Students With Speech or Language Impairments. Journal of Special Education, 43(2): 107–128.

Brown Waesche, J.S., Schatschneider, C., Maner, J.K., Ahmed, Y., and Wagner, R.K. (2011). Examining Agreement and Longitudinal Stability Among Traditional and RTI-Based Definitions of Reading Disability Using the Affected-Status Agreement Statistic. Journal of Learning Disabilities, 44(3): 296–307.

Puranik, C., and Apel, K. (2010). Effect of Assessment Task and Letter Writing Ability on Preschool Children's Spelling Performance. Assessment for Effective Instruction (Special Issue on Spelling), 36(1): 46–56.

Puranik, C., and Lonigan, C.J. (2011). From Scribbles to Scrabble: Preschool Children's Developing Knowledge of Written Language. Reading and Writing: An Interdisciplinary Journal, 24(5): 567–589.

Puranik, C., Lonigan, C., and Kim, Y. (2011). Contributions of Emergent Literacy Skills to Name Writing, Letter Writing, and Spelling in Preschool Children. Early Childhood Research Quarterly, 26(4): 465–474.

Puranik, C., Petscher, Y., Al Otaiba, S., Catts, H.W., and Lonigan, C. (2008). Development of Oral Reading Fluency in Children with Speech or Language Impairments: A Growth Curve Analysis. Journal of Learning Disabilities, 41(6): 545–560.

Saez, L., Folsom, J., Al Otaiba, S., and Schatschneider, C. (2012). Relations Among Student Attention Behaviors, Teacher Practices, and Beginning Word Reading Skill. Journal of Learning Disabilities, 45(5): 418–432.

Wagner, R., Puranik, C., Foorman, B., Foster, L., Gehron, L., Tschinkel, E., and Kantor, P. (2011). Modeling the Development of Written Language. Reading and Writing: An Interdisciplinary Journal, 24(2): 203–220.


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