|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 trained five postdoctoral fellows by offering them individualized research experiences within the context of interdisciplinary research teams. The program included program faculty who have externally funded research projects designed to empirically validate education interventions and to promote language or literacy development in special populations, that is, children, adolescents, or adults at risk for or with identified disabilities. All projects included random assignment to intervention and control conditions in field settings and represented interventions with students who varied in age and type of disability.
As of 2020, Dr. Brown was a lead data scientist of Analytics and Insight at Starbucks, Dr. Coddington was an analytics director at TNTP (formerly known as "The New Teacher Project"), Dr. Crume was an assistant professor in the Department of Learning Sciences at the University of Georgia, Dr. Lindo was an associate professor of special education at Texas Christian University, and Dr. Webb was a research scientist at Georgia State University.
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. doi:10.1093/deafed/ent023
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. doi:10.1080/19345740802539200
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. doi:10.1177/0741932510361249
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. doi:10.1080/1086296X.2010.503551
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. doi:10.1177/1098300712459357
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. doi:10.1016/j.ecresq.2010.09.004
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.L., 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. doi:10.1044/1092-4388(2013/12-0106)