|Title:||Postdoctoral Research Training in Language and Literacy Interventions With Special Populations|
|Principal Investigator:||Sevcik, Rose||Awardee:||Georgia State University|
|Program:||Postdoctoral Research Training Program in the Education Sciences [Program Details]|
|Award Period:||4 years||Award Amount:||$639,430|
The Georgia State University Postdoctoral Research Training in Language and Literacy Interventions with Special Populations trains postdoctoral fellows by offering them individualized research experiences within the context of interdisciplinary research teams. The program is housed within the Center for Research in Atypical Development and Learning, which includes program faculty from psychology, special education, public policy, and communication disorders. Currently, faculty members have externally funded research projects designed to empirically validate education interventions to promote language or literacy development in special populations, that is, children, adolescents, or adults at risk for or with identified disabilities. All projects include random assignment to intervention and control conditions in field settings and represent interventions with students who vary in age and type of disability.
Project website: http://www2.gsu.edu/~wwwaty/ies.html.
Ellis, S., and Coddington, C.S. (2013). Reading Engagement Research: Issues and Challenges. In K. Hall, T. Cremin, L. Moll, and B. Comber (Eds.), International Handbook of Literacy Research (pp. 228–240). Hoboken, NJ: Wiley Blackwell.
Swan, E.A., Coddington, C.S., and Guthrie, J.T. (2010). Motivating Silent Reading Classrooms. In E.H. Hiebert, and D.R. Reutzel (Eds.), Revisiting Silent Reading: New Directions for Teachers and Researchers (pp. 95–111). Newark, DE: International Reading Association.
Washington, J.A., Brown, M.C., Jackson, T., and Rhodes, K.T. (2013). The Role of Linguistic Differences in Reading and Writing Instruction. In B. Miller, P. McCardle, and M. Long (Eds.), Integrating Reading and Writing Instruction in the Classroom.
Journal article, monograph, or newsletter
Crume, P.K. (2013). Teachers' Perceptions of Promoting Sign Language Phonological Awareness in an ASL/English Bilingual Program. Journal of Deaf Studies and Deaf Education, 18(4): 464–488.
Elleman, A.M., Lindo, E.J., Morphy, P., and Compton, D. (2009). The Impact of Vocabulary Instruction on Passage-Level Comprehension of School-Age Children: A Meta-Analysis. Journal of Research on Educational Effectiveness, 2(1): 1–44.
Green, J.D., Gonzalez, E.M., López-Velásquez, A., and Howard, E.R. (2013). Hands-On Professional Development: Middle School Teachers' Experiences With a Curriculum Intervention Research Project. Middle School Journal, 45(2): 27–32.
Lindo, E.J., and Elleman, A.M. (2010). Social Validity's Presence in Field-Based Reading Intervention Research. Remedial and Special Education, 31(6): 489–499.
Schwanenflugel, P.J., Hamilton, C.E., Neuharth-Pritchett, S., Restrepo, M.A., Bradley, B.A., and Webb, M.L. (2010). PAVEd for Success: An Evaluation of a Comprehensive Preliteracy Program for Four-Year-Old Children. Journal of Literacy Research, 42(3): 227–275.
Steed, E.A., and Webb, M.L. (2013). The Psychometric Properties of the Preschool-Wide Evaluation Tool (PreSET). Journal of Positive Behavior Interventions, 15(4): 231–241.
Webb, M.L., and Neuharth-Pritchett, S. (2011). Examining Factorial Validity and Measurement Invariance of the Student-Teacher Relationship Scale. Early Childhood Research Quarterly, 26(2): 205–215.
Webb, M.L., Schwanenflugel, P.J., and Neuharth-Pritchett, S. (2010). Investigating Unobserved Heterogeneity in Teacher-Child Relationships: An Application of Latent Class Factor Analysis. Advances and Applications of Statistical Sciences, Special Issue:Methods and Applications of Mixture Models, 3: 311–341.
Webb, M-Y, and Lederberg, A.R. (2014). Measuring Phonological Awareness in Deaf and Hard-of-Hearing Children. Journal of Speech, Language, and Hearing Research, 57(1): 131–142.