|Grant Program:||Reading and Writing|
Dr. Allen Ruby
REQUEST FOR APPLICATIONS: FY 2020 84.305A (PDF: 428 KB) CLOSED
The Reading and Writing (Read/Write) topic supports research on the improvement of students' reading and writing skills. The long-term outcome of this research includes an array of tools and strategies (e.g., curricula, assessments, instructional approaches) that are documented as effective for improving or assessing reading and writing.
Read/Write researchers have explored, developed, and tested a number of new approaches to teaching, learning, and assessing reading and writing for students in grades K through 12. Specifically, interventions and assessments have targeted a number of reading and writing skills, including, but not limited to: syntax, morphology, vocabulary, handwriting, fluency, grammar, prosody, comprehension, and composition. Additionally, Read/Write projects often incorporate innovative uses of technology, features to increase motivation and engagement, and considerations for English Learners and students with or at-risk for disabilities.
Why study Reading and Writing?
Reading and writing are crucial to success in school and beyond; both skills are necessary for college and career. Recognition of the importance of reading has led to extensive theory and research on this topic for fifty years. While researchers have identified effective strategies to help children learn to read, many students in the United States are not proficient readers, suggesting there is more research needed. Writing, on the other hand, is vastly understudied in comparison to reading, and despite this important skill for both communication and learning, little is known about how writing develops and how to improve writing achievement for students.
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