PIRT Program to Increase Research Capacity in Educational Science
The Florida Center for Reading Research (FCRR) trained five postdoctoral fellows in its Postdoctoral Interdisciplinary Training Program (PIRT) in Education Science. FCRR takes an interdisciplinary approach to facilitate and better understand the reading achievement of Florida's children. FCRR's PIRT program provided graduate students from different departments with coursework, experiences, and a common evidence-based approach to reading achievement research. FCRR's PIRT program provided postdoctoral fellows with access to resources and training experiences that produced professionals who bring methodological rigor and expertise, statistical sophistication, and a deep understanding of theoretical, practical, and policy issues to education research.
Related IES Projects: Florida State University received two additional IES awards to implement the Predoctoral Interdisciplinary Training Program (PIRT) in Education Science at the Florida Center for Reading Research (FCRR), one in 2004 and the other in 2009.
As of 2020, Dr. Marty is Research Faculty and Early Learning and Development Specialist at the Learning Systems Institute at Florida State University; Dr. Waesche is Associate Lecturer in the Department of Psychology at the University of Central Florida; Dr. Saez is Research Assistant Professor with Behavioral Research and Teaching at the University of Oregon; and Dr. Puranik is Professor of Communication Sciences and Disorders in the College of Education and Human Development at Georgia State University.
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. doi:10.1177/0022466908314869
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. doi:10.1177/0022219410392048
Puranik, C. S., and Al Otaiba, S. (2012). Examining the Contribution of Handwriting and Spelling to Written Expression in Kindergarten Children. Reading and Writing, 25(7), 1523–1546.
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. doi:10.1177/1534508410380040
Puranik, C. S., and Lonigan, C. J. (2012). Early Writing Deficits in Preschoolers with Oral Language Difficulties. Journal of Learning Disabilities, 45(2), 179–190.
Puranik, C. S., and Lonigan, C. J. (2014). Emergent Writing in Preschoolers: Preliminary Evidence for a Theoretical Framework. Reading Research Quarterly, 49(4), 453–467.
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. doi:10.1007/s11145-009-9220-8
Puranik, C. S., and Lonigan, C. J. (2012). Name-Writing Proficiency, Not Length of Name, Is Associated With Preschool Children's Emergent Literacy Skills. Early Childhood Research Quarterly, 27(2), 284–294.
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. doi:10.1016/j.ecresq.2011.03.002
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. doi:10.1177/0022219408317858
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. doi:10.1177/0022219411431243
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. doi:10.1007/s11145-010-9266-7