2010 R305A100034
Predictors and Subtypes of Reading Disabilities: Implications for Instruction of ‘Late Emergers’
Vanderbilt University
Compton, David
Doug Fuchs, Lynn Fuchs (Vanderbilt University)
Related IES Projects: Response-To-Intervention as an Approach to Preventing and Identifying Learning Disabilities in Reading (R324G060036)
Publications:
Compton, D.L., Miller, A.C., Gilbert, J.K., and Steacy, L.M. (in press). Using item response random-effects modeling techniques to explore the relations between reader and text characteristics in subtypes of poor comprehenders. In L.E. Cutting, B. Miller, and P. McCardle (Eds.) Unraveling the behavioral, neurobiological, and genetic components of reading comprehension. Baltimore, MD: Brookes Publishing.
Compton, D.L., Elleman, A.M., and Catts, H.W. (in press). Searching for supplementary screening measures to identify children at high risk for developing later reading problems assessing. In J. Sabatini, and E.R. Albro (Eds.). Reading in the 21st Century: Aligning and applying advances in the reading and measurement sciences. Lanham, MD: Rowman and Littleford Education.
R305A100094
Development of a Multifaceted, Comprehensive Vocabulary Instructional Program for the Upper Elementary Grades
University of Missouri
Baumann, James
Patrick Manyak (University of Wyoming) and Camille Blachowicz (National Louis University)
Publications:
R305A100270
Development of Integrated Text Level Curricula for Kindergarten Through Second Grade Students
University of Texas Health Science Center at Houston
Ciancio, Dennis
Emily Solari (University of California Davis), Brian Wilhoit (University of Tennessee)
Grant Transferred to: University of Tennessee, Award Number R305A100093
Related IES Projects: Development of an Empirically Based Vocabulary Curriculum for Kindergarten and First Grade Students (R305G060008)
Publications:
R305A100284
Developing Contrastive Analysis Techniques for Teaching Academic Classroom English to Young African American English-Speaking Students
Regents of the University of Michigan
Craig, Holly
Stephen Schilling
Related IES Projects: Exploring the Contribution of Social, Cognitive, and Linguistic Factors on the Development of Style Shifting by Young African-American English-speaking Students Learning to Read (R305A120320)
Publications:
R305A100297
Fostering Reading Engagement in English-Monolingual Students and English Language Learners Through a History Curriculum
George Mason University
Taboada, Ana
Michelle Buehl, Julie K. Kidd, Elizabeth Sturtevant
Publications:
Taboada Barber, A., Richey, L.N., and Buehl, M.M. (2013). Promoting Comprehension and Motivation To Read In The Middle School Social Studies Classroom: Examples From A Research-Based Curriculum. In R.T. Boon and V. Spencer (Eds.). Comprehension strategies to promote adolescent literacy in the content-areas for the inclusive classroom. Baltimore: Brookes Publishing.
R305A100440
Robust Instruction of Academic Vocabulary for Middle School Students
University of Pittsburg
McKeown, Margaret
Publications:
McKeown, M.G., Crosson, A.C., Artz, N.J., Sandora, C., and Beck, I.L. (in press). In The Media: Expanding Students’ Experience With Academic Vocabulary. The Reading Teacher.
R305A100568
Efficacy of Rich Vocabulary (RVOC) Instruction for Classrooms
Washington Research Institute
Vadasy, Patricia
Joseph R. Jenkins (University of Washington)
Publications:
R305A100614
Development of a Curriculum to Teach Writing in Postsecondary Developmental English Composition Classes
University of Delaware
MacArthur, Charles
Melissa Ianetta
Publications:
R305A100786
Teaching and Learning Argumentative Writing in High School English Language Arts Classrooms
Ohio State University
Newell, George
David Bloome, Alan Hirvela, and Helen Marks
Publications:
Newell, G.E., Vanderheide, J. and Wynhoff Olsen, A. (In Press). Learning From (And With) Expert Teachers Of Argumentative Writing. Adolescent Literacy In Perspective.
Newell, G.E., Vanderheide, J., and Wilson, M. (In Press). Best Practices In Teaching Informative Writing From Sources. In S. Graham, C. Macarthur and A. Fitzgerald (Eds.), Best Practices In Writing Instruction (2 Ed.). New York, NY: Guilford Press.
Newell, G.E., Beach, R.W., Smith, J. and Vanderheide, J. (2011). Teaching and Learning Argumentative Reading and Writing: A Review Of Research. Reading Research Quarterly, 46(3), 273–304. Dx.Doi.Org/10.1598/RRQ.46.3.4.
Wynhoff Olsen, A., Ryu, S. and Bloome, D. (In Press). “(Re)Constructing Rationality and Social Relations In The Teaching and Learning Of Argumentative Writing In Two High School English Language Arts Classrooms.” LRA Yearbook.
2011 R305A110148
Development and Validation of Online Adaptive Reading Motivation Measures
University of Kansas Center for Research, Inc.
Hock, Michael
Neal Kingston and Irma Brasseur (University of Kansas), Marcia Davis (Johns Hopkins University), Stephen Tonks (Northern Illinois University)
Publications:
R305A110297
Scale-up Evaluation of Reading Intervention for First Grade English Learners
University of Houston
Francis, David
Sharon Vaughn (University of Texas at Austin)
Publications:
R305A110484
Investigating the Impact of Classroom Instruction and Literacy Skills on Writing Achievement in First Grade
University of Delaware
Coker, David
Charles A. MacArthur and Elizabeth Farley-Ripple
Publications:
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