Grants & Awards

The purpose of this NCSER Initial Efficacy and Follow up research project is to conduct an efficacy study of the Promoting Algebra Readiness (PAR) intervention, a 93-lesson (Tier 2) mathematics intervention.

This project represents a continuation of the ongoing collaborative effort between the University of Oregon Center on Teaching and Learning (CTL) and Age of Learning, Inc. to evaluate the effectiveness of the ABCmouse.com Early Learning Academy, a comprehensive online early learning resource for children ages 2-6.
Success in mathematics has major implications for student success at the public school and postsecondary levels, as well as contributing to the nation’s STEM workforce and economy. While building mathematics literacy is important for all learners, it is especially critical for students most vulnerable for academic risk.
A critical goal for the nation is ensuring all students have a successful start in learning mathematics. While strides have been made in supporting at-risk students in mathematics, significant challenges still exist.
The overarching goal of Project CIRCUITS (Center to Improve Reading Competence Using Intensive Treatments Schoolwide) is to implement, evaluate, replicate, and disseminate systemic prevention models that accelerate and sustain the early reading achievement of students with reading disabilities or at risk of disabilities in grades K-3.
The purpose of this project is to develop a new tablet-based measure in English and Spanish, Computer-Adaptive Storybook Assessment (CASA), to monitor language and literacy progress in preschoolers with disabilities or at risk for later language difficulties.
The home mathematics environment (HME) includes characteristics of the family and home setting that contribute to children developing mathematical understanding and skills.
Early learning in mathematics (ELM) is a Goal 3 Efficacy and Replication study focused on testing the impact of a core kindergarten mathematics program. The ELM program contains 120 lessons that address mathematics topics identified in the Common Core State Standards for kindergarten mathematics.
EVI is a Goal 3 Efficacy and Replication study of a kindergarten vocabulary intervention developed by colleagues at the University of Connecticut. CTL is a subcontract to this research with sites in Oregon.
Effective Behavioral and Instructional Support Systems (EBISS) is an implementation project designed to increase student outcomes through effective district use of the Schoolwide Reading Model and PBIS.
EBISS (Effective Behavioral and Instructional Support Systems) is an implementation project designed to increase student outcomes through effective district use of the Schoolwide Reading Model and PBIS.
Low math skills significantly limit access to post-secondary education, employment, and lifetime earnings. Because math difficulties can be detected early in schooling, early intervention is key for preventing the negative consequences of persistent low math achievement.
To provide professional development to Hawaii on the Enhanced Core Reading Instruction (ECRI) curriculum materials.
This project will adapt, refine, and evaluate a multi-tiered instructional framework in three K-3 elementary schools with large English language learner (ELL) populations to address ways to improve understanding of their reading achievement and language development needs, improve delivery, and support the administrators and teachers who work with t

The purpose of this project is to investigate the effects of an intervention focused on technology instruction on students’ proximal and distal knowledge, perceptions, engagement and academic performance related to STEM disciplines and, secondarily, teachers' and computer coders' perceptions and confidence related to coding and teaching.

The purpose of this project is to evaluate the efficacy of KinderTEK, a fully developed, tablet-based math program for kindergarten students.
The purpose of this project is develop a preschool early language and literacy progress monitoring tool in Spanish, Progress Monitoring-Spanish-Individual Growth and Development Indicators (PM-S-IGDIs), to complement a progress monitoring tool in English (PM-IGDIs) that will be developed with funding from IES.
Project CIFOR (Collaboration Across Interdisciplinary Fields of Observational Research) is a 2-year Exploration project (Goal 1) funded by the Institute of Education Sciences (IES). The purpose of CIFOR is to build on and advance the observation work of four previously-conducted CTL projects.
The purpose of this study is to test the efficacy of a first-grade mathematics intervention called Fusion aimed at developing understanding of whole numbers for students at risk for mathematics learning disabilities.
Whole Number Foundations (The FUSION Project) is a Goal 2 Development and Innovation project focused on developing a 60-lesson, print-based (Tier 2) intervention in mathematics. The FUSION intervention is designed to teach whole number concepts to first grade students who are at risk for mathematics difficulties.
The postdoctoral training program supports and trains postdoctoral fellows with expertise in research design and implementation, applied content expertise, and methodology and data analysis. Each cohort of postdoctoral fellows is funded for two years and is immersed in CTL-managed research projects.
The purpose of this project is to expand the Individual Growth and Development Indicators (IGDI) suite of psychometrically robust measures for Spanish-speaking dual language learners (DLLs) by developing and validating measures for 3-year-olds.
Interdisciplinary Interventionists and Clinicians Improving Outcomes (INICIO) will train 42 Speech-Language Pathologists (SLPs) and Early Childhood Special Education (ECSE) master's students at the University of Oregon to serve dual language learners (DLLs) from birth through age 5 with disabilities.

This project focuses on identifying features of effective methods that caregivers (parents, grandparents, etc.) use to promote children's math understanding in informal learning environments, such as the home, libraries, and other learning spaces.

The i3 project is designed to test the impact of a two-year intervention on the mathematics achievement of at-risk students, and ensure a successful transition in mathematics across the pre-kindergarten to kindergarten school years.
KinderTEK is a Goal 2 Development and Innovation project to construct a technology-based mathematics intervention for use in kindergarten.The intervention is focused on using tablet technology (iPads) to teach critical concepts of whole number to kindergartners who are at risk for difficulties in mathematics.
Overall The long-range objectives of the Florida Learning Disabilities Research Center are to use a multidisciplinary, multimethod, and multi-level approach to (a) substantially increase replicable knowledge about the nature of learning disabilities; (b) implement this knowledge in tools that potentially can improve the outcomes of individuals with
Project LINK will develop a prototype for an integrated intervention delivered by preschool teachers and Latino families that will enhance the oral language skills and vocabulary of young Dual Language Learners. Pilot LINK is developed in English and Spanish for use in preschool classrooms, and in Spanish for use in the home.
The purpose of this project is to develop Literacy Study Group (LSG), a web-based professional development intervention designed to assist special education teachers in delivering high-quality reading instruction to elementary school students with emotional and behavioral disorders (EBD).
Middle School Intervention Project (MSIP) is an evaluation study of the effectiveness of a comprehensive intervention targeting reading intervention, school engagement, and data-based decision-making.
In recent years, Morocco has made great improvements in advancing quality education.
The research team will refine and validate a reading comprehension assessment originally designed for third- to fifth-grade readers for use with postsecondary students.
This project will develop and refine a computer-adaptive version of MOCCA (Multiple-choice Online Cloze Comprehension Assessment), an existing reading comprehension measure for third- through fifth-grade readers. MOCCA helps distinguish between students who make one of two common comprehension errors.
MOCCA (Multiple-choice Online Cloze Comprehension Assessment) is a measurement study targeting the assessment of reading comprehension processes among intermediate grade students.
Literacy for Students with Disabilities is to address current and emerging training and information needs of SEAs, LEAs, technical assistance (TA) centers, schools, and practitioners to select and implement evidence-based practices that will improve literacy outcomes for students with disabilities or students who show indicators of disabilities tha
The purpose of this study is to determine the efficacy of the NumberShire Level 1 gaming intervention, aimed at improving mathematics achievement for first-grade students with or at risk for mathematics learning disabilities.

NumberShire is a suite of internet-based gaming interventions designed to explicitly teach students in grades K-2 whole number concepts that align with the Common Core State Standards. Numbershire I includes a series of engaging stories and narrative goals to motivate first grade students in early mathematics.

NumberShire is a suite of internet-based gaming interventions designed to explicitly teach students in grades K-2 whole number concepts that align with the Common Core State Standards. Numbershire II includes a series of engaging stories and narrative goals to motivate second grade students in early mathematics.
NumberShire is a suite of internet-based gaming interventions designed to explicitly teach students in grades K-2 whole number concepts that align with the Common Core State Standards. Numbershire II includes a series of engaging stories and narrative goals to motivate second grade students in early mathematics.
The purpose of this project is to develop and test the effectiveness of the NumberShire Integrated Tutor System (NS1-ITS) that will be utilized to optimally scale up implementation of an evidence-based education technology tool, NumberShire 1 (NS1), in first grade classrooms.
NumberShire is a suite of internet-based gaming interventions designed to explicitly teach students in grades K-2 whole number concepts that align with the Common Core State Standards.
The Pakistan Reading Project, led by the International Rescue Committee in Islamabad, Pakistan, seeks to improve the reading achievement of 4 million elementary school students in Pakistan, and strengthen teacher certification and licensing programs throughout the country.
PreK-K is a Goal 3 Efficacy and Replication Study focused on testing the efficacy of a combined, two-year, early mathematics intervention: Pre-Kindergarten Mathematics and Early Learning in Mathematics(PreK-K) curricula.
Precision Mathematics is a 4-year Full Design and Development (DRK-12) project funded by the National Science Foundation (NSF). The aim of the project is to develop and test 1st and 2nd grade mathematics interventions for students who are at risk for early mathematics difficulties.
Innovative Leadership Education Advancing Diversity (I LEAD) will train six doctoral students at the University of Oregon (UO) over five years increasing the number of special education faculty who will be experts on English learners (ELs) with disabilities in their research, teaching, and service. Scholars will receive a Ph.D.
The postdoctoral training program supports and trains postdoctoral fellows with expertise in research design and implementation, applied content expertise, and methodology and data analysis. Each cohort of postdoctoral fellows is funded for two years and is immersed in CTL-managed research projects.
Students who perform poorly in mathematics early in school are at risk for continuing to struggle in mathematics throughout elementary school and beyond. Recent empirical studies of targeted interventions for students at-risk in mathematics indicate overall effectiveness at positively impacting student outcomes.
Project Summary The primary objective of Project Write: Examining English Learners’ Writing Proficiency is to examine the English writing development of English learners (ELs) and identify the writing skills that discriminate between typically developing ELs and those who are at risk for writing difficulties.
PAR (Promoting Algebra Readiness) is a Goal 2 Development and Innovation project focused on developing a print-based intervention that targets rational number concepts.
The purpose of Project HiFi is to develop a software prototype for assessing the reading fluency of students in grades 1 - 6. Such technology will provide scoring and tracking assessments, and the capacity to link data directly to a database, among other features.
Read Aloud is a Goal 3 Efficacy and Replication study designed to investigate the impact of a Tier 1 (whole group) Read Aloud curriculum and a Tier 2 (small group) booster intervention on the reading achievement of first grade students.
The purpose of this NCSER Systematic Replication in Special Education research project is to conduct an efficacy replication of ROOTS, a 50-lesson (Tier 2) kindergarten mathematics intervention in which key variables related to intervention delivery will be systematically varied across different school types (i.e., urban and rural) and student popu
ROOTS is a Goal 3 Efficacy and Replication study designed to test the impact of a small-group (Tier 2) kindergarten, mathematics intervention program under three different conditions that vary in instructional intensity.
Through a series of IES Research Grants, researchers created the MOCCA, an online diagnostic reading comprehension assessment for students in grades three to three and for college students who struggle reading.
The purpose of the Sentinel Schools Project is to provide systematic and detailed information on the functioning of formative assessment measures used in the DIBELS Data System across a variety of instructional contexts.
The purpose of the SCiP-Science (Shared Conversations in Preschool about Science) project is to develop training and coaching materials in dialogic reading and in preschool science. Science center units and measures of expressive and receptive vocabulary aligned with the content provided in the science centers are being developed.
Stepping up KinderTEK is a "Stepping Up" project funded as a cooperative agreement with the Office of Special Education and Rehabilitative Services (OSEP) at the Department of Education. Its purpose is to expand the current KinderTEK iPad math intervention to more effectively serve K-Gr3 students with disabilities.
Systematic and Explicit Teaching Routines (SETR) is a Goal 3 Efficacy and Replication study designed to test the impact of systematic and explicit instructional teaching routines for increasing the early literacy achievement of Spanish-speaking English language learners in transitional bilingual education programs.
The purpose of the Center on Improving Literacy through Supporting Elementary School Leaders (CISEL) is to, provide technical assistance for school leaders on instructional content and leadership skills to improve teacher implementation of evidence-based literacy practices and literacy skills of students with, or at risk for, literacy-related disab
The purpose of this grant is to iteratively develop and pilot test an intensive Tier 3 reading intervention for use with students in kindergarten through second grade (K–2) in the early stages of reading development.
The purpose of the TrackTown project is to iteratively develop, and test the feasibility and promise of a multi-dimensional, multi-media curriculum on 4th and 5th grade elementary students' health, cognitive, and academic outcomes.
Delivery of promoting algebra readiness curriculum materials to the US Virgin Islands.
For the K-3 Reading Initiative, The Center on Teaching and Learning (CTL), with assistance from RMC Research, will provide whole group, small group, and job-embedded PD to the US Virgin Islands that is grounded in the essential components of reading instruction.
The purpose of this project is to evaluate the validity of 8th Edition of Dynamic Indicators of Basic Early Literacy Skills (DIBELS 8) as a screener for dyslexia. As of 2020, 47 states require that students be screened for dyslexia in early elementary school, and state education agencies recognize DIBELS for this purpose more than any other test.
English Learners (ELs) in secondary schools face two types of challenges: barriers to accessing rigorous courses and a scarcity of quality learning opportunities in school that prepare them for life, careers, and civic participation.
The purpose of this project is to conduct a systematic review and meta-analysis of English learner (EL) reclassification studies. Reclassification refers to the determination that an EL student is English proficient and is ready to exit EL classification.