PIRT Program to Increase Research Capacity in Educational Science
The Florida Center for Reading Research (FCRR) established the Predoctoral Interdisciplinary Training Program (PIRT) in education science. PIRT trained doctoral graduates from psychology, education, and communication disorders in methodology and statistics, research related to reading, and the politics and pragmatics of research in educational settings. The goal was to help fellows become capable of conducting high-quality research that is relevant to educational practitioners and policymakers.
In addition to participation in interdisciplinary core courses and seminar series, fellows worked with FCRR faculty on on-going research that evaluate curricula, interventions, and teacher professional development.
List of Completed Fellows: Below is a list of the 22 fellows who received funding support from this award and completed the training program.
|Allan, Nicholas (ORCID)*||Lerner, Matthew*|
|Allan (Sims), Darcey*||Logan, Jessica (ORCID)|
|Crowe, Elizabeth||Lynch, Rebecca*|
|Farrington, Amber*||Kantor, Patricia|
|Goldwyn, Shayna||Kershaw, Sarah|
|Goodrich, Marc (ORCID)*||Phythain-Sence, Caroline|
|Hauptli Everett, Meghan*||Piasta, Shayne|
|Hume, Laura (ORCID)*||Purpura, David|
|Joye, Shauna||Reta (Andon), Anabelle*|
|LaVenia, Kristina*||Soden-Hensler, Brooke|
|LaVenia, Mark (ORCID)||Stephens, Haley*|
*Denotes fellows who also received funding from award R305B090021.
Related IES Projects: Predoctoral Interdisciplinary Training Program (R305B090021), Florida Interdisciplinary Research Fellows in Education Sciences (FIREFLIES) (R305B200020)
ERIC Citations: Find available citations in ERIC for this award here.
Select Publications From Completed Fellows:
Connor, C. M., Jakobson, L. K., Crowe, E. C., & Meadows, J.G. (2009). Instruction, student engagement, and reading skill growth in Reading First classrooms . The Elementary School Journal, (109)3: 221–250.
Connor, C.M., Piasta, S.B., Fishman, B., Glasney, S., Crowe, E., Underwood, P., & Morrison, F.J. (2009). Individualizing student instruction precisely: Effects of child by instruction interactions on first graders' literacy development. Child Development.
Goldwyn, S. (2007). [Review of the book School leadership that works]. Alexandria, VA: ASCD. Journal of Educational Administration 45:3.
Lonigan, C. J., & Wilson, S. B. (2007). Preliminary report on the development and norming of a modified version of the Get Ready to Read! screening measure. Technical Report. New York, NY: National Center for Learning Disabilities.
Lonigan, C. J., & Wilson, S. B. (2008). Report on the Revised Get Ready to Read! Screening Tool: Psychometrics and Normative Information. New York: National Center for Learning Disabilities.
Lonigan, C. J., Anthony, J. L., Phillips, B. M., Purpura, D. J., Wilson, S. B., & McQueen, J. D. (2009). The nature of preschool phonological processing abilities and their relations to vocabulary, general cognitive abilities, and print knowledge. Journal of Educational Psychology, 101(2): 345–358.
Pasisz, D. J., & Hurtz, G. M. (2009). Testing for between-group differences in within-group interrater agreement. Organizational Research Methods.
Piasta, S. B., & Wagner, R. K. (2007). Dyslexia: Identification and classification. In E. L. Grigorenko & A. J. Naples (Eds.), Single-Word Reading: Behavioral and Biological Perspectives (pp. 209–326). Mahwah, NJ: Erlbaum.
Piasta, S. B., Connor, C. M., Fishman, B., & Morrison, F. J. (2009). Teachers' knowledge of literacy concepts, classroom practices, and student reading growth. Scientific Studies of Reading,13(3): 224–248.
Purpura, D. J., & Lonigan C. J. (2009). Conner's Teacher Rating Scale for preschool children: A revised, brief, age-specific measure. Journal of Clinical Child and Adolescent Psychology, 38(2): 263–272.
Wagner, R. K., Piasta, S. B., & Torgesen, J. K. (2007). Learning to read. In M. Traxler & M. A. Gernsbacher (Eds.), Handbook of Psycholinguistics (2nd ed.). San Diego, CA: Academic Press.
Wagner, R., Schatschneider, C., & Phythian-Sence, C., (2009). Biological and Behavioral Bases of Reading Comprehension. New York: Guildford.
Wilson, J. H., & Wilson, S. B. (2007). The first day of class affects student motivation: An experimental study. Teaching of Psychology, 34, 226–230.
SELECT PUBLICATIONS FROM COMPLETED FELLOWS:
IES is in the process of updating citations for training grants. In the meantime, you can find publications associated with this grant in ERIC and by using Google Scholar.
Updated November 2022