Project Activities
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.
Key outcomes
As of 2020, Dr. Marty is research faculty and early learning and development s at the Learning Systems Institute at Florida State University; Dr. Waesche is an associate lecturer in the Department of Psychology at the University of Central Florida; Dr. Sáez is a research assistant professor with Behavioral Research and Teaching at the University of Oregon; Dr. Puranik is an associate professor of Communication Sciences and Disorders in the College of Education and Human Development at Georgia State University; and Dr. Wruck is an associate professor of Psychology at East Georgia State College.
People and institutions involved
IES program contact(s)
Completed fellows
Products and publications
Publications:
ERIC Citations: Find available citations in ERIC for this award here.
Selected Publications by the Fellows:
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., 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., and Lonigan, C. J. (2012). Early Writing Deficits in Preschoolers with Oral Language Difficulties. Journal of Learning Disabilities, 45(2), 179-190.
Puranik, C., and Lonigan, C. J. (2012). Name-Writing Proficiency, Not Length of Name, Is Associated With Preschool Children's Emergent Literacy Skills. Early Childhood Research Quarter, 27(2), 284-294.
Puranik, C., 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., 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
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