National Center for Education Research
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2006R305G060008Development of an Empirically Based Vocabulary Curriculum for Kindergarten and First Grade Students University of Texas Health Science Center at Houston Ciancio, Dennis Emily Solari (University of California Davis), Brian Wilhoit (University of Tennessee) Related IES Projects: Development of Integrated Text Level Curricula for Kindergarten Through Second Grade Students (R305A100270)
R305G060106Postsecondary Content-Area Reading-Writing Intervention: Development and Determination of Potential Efficacy Columbia University, Teachers College Perin, Dolores
R305G060108Using Growth Mixture Modeling to Identify Patterns of Early Reading Development and Teacher and Program Correlates for English Learners California State University, Los Angeles Hafner, Anne
R305G060140Vocabulary Development Through Writing: A Key to Academic Success University of California, Santa Cruz Scott, Judith
Lubliner, S., and Scott, J. (2008). Nourishing Vocabulary. Thousand Oaks, CA: Corwin. Samway, K. Davies, and Taylor, D. (2008). Teaching English Language Learners, 6–12: Strategies that Work. New York: Scholastic.
2007R305A070045Effects of a Supplementary Vocabulary Intervention for Students With Limited English Proficiency University of Nebraska, Lincoln Nelson, J. Ron
Nelson, J.R., Vadasy, P., and Sanders, E.A. (2011). Efficacy Of A Tier 2 Supplemental Root Word Vocabulary and Decoding Intervention With Kindergarten Spanish-Speaking English Learners. Journal of Literacy Research, 43(2):184 - 211. Vadasy, P.F., Nelson, J., and Sanders, E.A. (2013). Longer Term Effects Of A Tier 2 Kindergarten Vocabulary Intervention For English Learners. Remedial and Special Education, 34(2): 91-101. R305A070231Early ICARE: Early Independent Comprehensive Adaptive Reading Evaluation University of Colorado Wise, Barbara
Project Website: http://carla.colorado.edu/# Related IES Projects: ICARE: Independent Comprehensive Adaptive Reading Evaluation System (R305G040097) Publications: Brojde, C., and Wise, B. (2008). An Evaluation of the Testing Effect with Third Grade Students. In B. C. Love, K. McRae, and V. M. Sloutsky (Eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society (pp. 1362-1367). Washington, DC: Cognitive Science Society. Wise, B. and Van Vuuren, S. (2007). Choosing Software Gems to Improve Your Child's Reading. Perspectives on Language and Literacy, 33:3, 34-38. Wise, B., Rogan, L., and Sessions, L. (2009). Sharing Research Knowledge With Teachers: The Story Of Linguistic Remedies. In S. Rosenfield, V. Berninger (Eds.), Implementing evidence-based academic interventions in school settings (pp. 443-477). New York, NY US: Oxford University Press. R305A070324Efficacy of Sound Partners Supplemental Tutoring for ELL Students, Grades K-1 Washington Research Institute Vadasy, Patricia
Slavin, R.E., Madden, N.A., Chambers, B., and Haxby, B. (2009). 2 Million Children: Success For All (2nd ed.). Thousand Oaks, CA US: Corwin Press. Vadasy, P.F., and Sanders, E.A. (2010). Efficacy of supplemental phonics instruction for low-skilled kindergarteners in the context of language-minority status and classroom phonics instruction. Journal of Educational Psychology, 102(4), 786–803. Vadasy, P.F., and Sanders, E.A. (2011). Efficacy of supplemental phonics-based instruction for low-skilled first graders: How language minority status and pretest characteristics moderate treatment response. Scientific Studies of Reading, 15(6): 471-497. Vadasy, P.F., and Sanders, E.A. (2012a). Two-year follow-up of a kindergarten phonics intervention for English Learners and Native English speakers: Contextualizing treatment impacts by classroom literacy instruction. Journal of Educational Psychology, 104(4): 987-1005. Vadasy, P.F., and Sanders, E.A. (2012b). Two-year follow-up of a code-oriented intervention for lower-skilled first graders: The influence of language status and word reading skills on third-grade literacy outcomes. Reading and Writing: An Interdisciplinary Journal. 1-23. R305A070438Content-Based Vocabulary Instruction: Using Cognates to Promote the Vocabulary Development and Reading Comprehension of Native Spanish Speakers Center for Applied Linguistics Arteagoitia, Igone
Howard, E.R., Green, J.D., and Arteagoitia, I. (2012). Can Yu Rid Guat Ay Rot? A Developmental Investigation Of Cross-Linguistic Spelling Errors Among Spanish-English Bilingual Students. Bilingual Research Journal, 35(2): 164-178. R305B070005New Grant Number: R305B077307 Reading Intervention with Spanish-Speaking Students: Maximizing Instructional Effectiveness in English and Spanish University of Oregon Baker, Scott
Baker, D.L., Park, Y., Baker, S.K., Basaraba, D.L., Kame'enui, E.J., and Beck, C.T. (2012). Effects of a Paired Bilingual Reading Program and an English-Only Program on the Reading Performance of English Learners in Grades 1-3. Journal of School Psychology, 50(6): 737–758. Cena, J., Baker, D.L., Kame'enui, E.J., Baker, S.K., Park, Y., and Smolkowski, K. (2012). The Impact Of A Systematic and Explicit Vocabulary Intervention In Spanish With Spanish-Speaking English Learners In First Grade. Reading and Writing. Advance Online Publication. R305B070074Child-Instruction Interactions in Reading: Examining Causal Effects of Individualized Instruction in Second and Third Grade Florida State University Connor, Carol
Al Otaiba, S., Connor, C.M., Folsom, J.S., Greulich, L., Meadows, J., and Li, Z. (2011). Assessment Data-Informed Guidance to Individualize Kindergarten Reading Instruction: Findings from a Cluster-Randomized Control Field Trial. Elementary School Journal, 111 (4): 535-560. Al Otaiba, S., Connor, C.M., Foorman, B., Schatschneider, C., Greulich, L., and Sidler, J. F. (2009). Identifying and Intervening with Beginning Readers who are At-Risk for Dyslexia: Advances in Individualized Classroom Instruction. Fall Perspectives. Al Otaiba, S., Petscher, Y., Pappamihiel, N., Williams, R. S., Dyrlund, A. K., and Connor, C. (2009). Modeling Oral Reading Fluency Development In Latino Students: A Longitudinal Study Across Second and Third Grade. Journal Of Educational Psychology, 101(2): 315-329. Connor, C.M. (2008). Language and Literacy Connections for Children who are African American. Perspectives on Communication Disorders and Science in Culturally and Linguistically Diverse Populations, 15: 43-53. Connor, C.M. (2009). Individualized Reading Instruction in Early Elementary Classrooms. Perspectives on Language and Literacy, Special Edition: 33-38. Connor, C.M. (2011). Child by Instruction Interactions: Language and Literacy Connections. In S. B. Neuman and D. K. Dickinson (Eds.), Handbook on Early Literacy (3rd ed., pp. 256-275). New York: Guilford. Connor, C.M., and Morrison, F.J. (2011). Knowledge Acquisition in the Classroom: Literacy and Content Area Knowledge. In A. M. Pinkham, T. Kaefer and S. B. Neuman (Eds.), Knowledge Development in Early Childhood: How Young Children Build Knowledge and Why It Matters. New York: Guilford Press Connor, C.M., Jakobsons, L. J., Crowe, E., and Meadows, J. (2009). Instruction, Differentiation, and Student Engagement In Reading First Classrooms. Elementary School Journal, 109(3): 221-250. Connor, C.M., Kaya, S., Luck, M., Toste, J., Canto, A., Rice, D.C., et al. (2010). Content-Area Literacy: Individualizing Student Instruction in Second Grade Science. Reading Teacher, 63(6): 474-485. Connor, C.M., Morrison, F.J., Fishman, B., and Schatschneider, C. (2012). Assessment and Instruction Connections: The Implications of Child X Instruction Interactions Effects on Student Learning. In J. Sabatini and E. R. Albro (Eds.), Assessing Reading in the 21st Century: Aligning and Applying Advances in the Reading and Measurement Sciences. Lanham, MD: Rand L Education. Connor, C.M., Morrison, F.J., Fishman, B., Giuliani, S., Luck, M., Underwood, P., and Schatschneider, C. (2011). Testing the Impact of Child Characteristics x Instruction Interactions on Third Graders' Reading Comprehension by Differentiating Literacy Instruction. Reading Research Quarterly, 46(3), 189-221. Connor, C.M., Morrison, F.J., Fishman, B., Ponitz, C. C., Glasney, S., Underwood, P., Piasta, S. B.,, Crowe,E., and Schatschneider, C. (2009). The ISI classroom observation system: Examining the literacy instruction provided to individual students. Educational Researcher, 38(2), 85-99. Connor, C.M., Morrison, F.J., Schatschneider, C., Toste, J., Lundblom, E.G., Crowe, E., and Fishman, B. (2011). Effective Classroom Instruction: Implications of Child Characteristic ny Instruction Interactions on First Graders' Word Reading Achievement. Journal for Research on Educational Effectiveness, 4(3): 173-207. Connor, C.M., Piasta, S. B., Fishman, B., Glasney, S., Schatschneider, C., Crowe, E., Underwood, P., and Morrison, F.J. (2009). Individualizing Student Instruction Precisely: Effects of Child by Instruction Interactions on First Graders’ Literacy Development. Child Development, 80(1): 77-100. Connor, C.M., Ponitz, C., Phillips, B.M., Travis, Q., Glasney, S., and Morrison, F.J. (2010). First Graders' Literacy and Self-Regulation Gains: The Effect Of Individualizing Student Instruction. Journal Of School Psychology, 48(5): 433-455. Connor, C.M., Rice, D.C., Southerland, S.A., Canto, A., Underwood, P., Kaya, S., Fishman, B. and Morrison, F.J. (2012). Child Characteristics by Science Instruction Interactions in Second and Third Grade and Their Relation to Students' Content-Area Knowledge, Vocabulary and Reading Skill Gains. Elementary School Journal, 113(1): 52-75. Connor, C.M., Schatschneider, C., Morrison, F.J., Fishman, B., Ponitz, C.C., Piasta, S., Fishman, B. J., Crowe, E.C., Glasney, S., and Underwood, P.(2009). Back to the Future: Contrasting Scientific Styles in Understanding Reading: A Rejoinder to Willis and Smagorinsky. Educational Researcher, 38 (7): 537-540. Crowe, E., Connor, C.M., and Petscher, Y. (2009). Examining the Core: Relations Among Reading Curriculums, Poverty, and First Through Third Grade Reading Achievement. Journal of School Psychology, 47:187-214. Dombek, J., and Connor, C.M. (2012). Preventing Retention by Improving Teacher Efficacy in Reading. Psychology in Schools, 49(6): 568-588. Hernandez, M., Al Otaiba, S., Folsom, J.S., Connor, C.M., and Thomas-Tate, S. (in press). Predicting First Grade Reading Outcomes from Kindergarten Language and Literacy Skills: Examining the Contributions of Dialect and Morpho-Syntactic Skills Within a Component Model off Reading. Journal of Learning Disabilities. Morrison, F.J., and Connor, C.M. (2010). Instructional Influences on Growth of Early Reading: Individualizing Student Learning. In N. Stein and S. W. Raudenbush (Eds.), Developmental Learning Sciences go to School: Implications for Education and Public Policy Research. New York, NY: Taylor and Francis, Inc. Morrison, F.J., and Connor, C.M. (2010). Literacy Development in the Transition to School: An Integrative Framework. In J. Meece and J. Eccles (Eds.), Handbook of Research on Schools, Schooling, and Human Development (pp. 185-197). Mahwah, NJ: Lawrence Erlbaum Associates. Morrison, F.J., Connor, C.M., and Hindman, A.H. (2010). Early Schooling and Growth of Literacy in the Transition to School. In D. Aram and O. Korat (Eds.), Literacy Development and Enhancement Across Orthographies and Cultures (pp. 153-164). New York: Springer. Morrison, F.J., and Connor, C.M. (2009). The Transition to School: Child-Instruction Transactions in Learning to Read. In A. Sameroff (Ed.), The Transactional Model of Development: How Children and Contexts Shape Each Other (pp. 183–201). Washington, DC: American Psychological Association. Petscher, Y., Connor, C.M., and Al Otaiba, S. (2012). Psychometric Analysis of the Diagnostic Evaluation of Language Variation Assessment. Assessment for Effective Intervention, 37(4): 243-250. Piasta, S. B., Connor, C.M., Fishman, B., and Morrison, F.J. (2009). Teachers’ Knowledge of Literacy, Classroom Practices, and Student Reading Growth. Scientific Studies of Reading, 13(3): 224-248. Skibbe, L.E., Phillips, B. M., Day, S. L., Brophy-Herb, H. E., and Connor, C.M. (2012). Children's Early Literacy Growth in Relation to Classmates' Self-Regulation. Journal of Educational Psychology, 104(3): 541-553. Taylor, J. J., Roehrig, A. D., Connor, C.M., and Schatschneider, C. (2010). Teacher Quality Moderates the Genetic Effects on Early Reading. Science, 328: 512-514. Terry, N.P., and Connor, C.M. (2010). African American English and Spelling: How do Second Graders Spell Dialect-Sensitive Features of Words? Learning Disabilities Quarterly, 33(3): 199-210. Terry, N.P., and Connor, C.M. (2012). Changing Nonmainstream American English use and Early Reading Achievement from Kindergarten to First Grade. American Journal of Speech-Language Pathology, 21(1): 78-86. Terry, N.P., Connor, C.M., and Petscher, Y. (2012). Dialect Variation and Reading: Is Change in Nonmainstream American English use Related to Reading Achievement in First and Second Grade? Journal of Speech Language and Hearing Research, 55(1): 55-69. Terry, N., Connor, C., Thomas-Tate, S., and Love, M. (2010). Examining Relationships Among Dialect Variation, Literacy Skills, and School Context in First Grade. Journal of Speech, Language and Hearing Research, 53 (1): 126-145. Watts-Taffe, S., Laster, B., Broach, L., Marinak, B., Connor, C.M., and Walker-Dalhouse, D. (Dec 2012-Jan 2013). Differentiated Instruction: Making Informed Teacher Decisions. Reading Teacher, 66 (4): 303-314. Download 2.01 Mb. Share with your friends:
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