Grants & Awards

Enhanced Core Reading Instruction: Hawaii

To provide professional development to Hawaii on the Enhanced Core Reading Instruction (ECRI) curriculum materials.

Establishing Successful, Tiered, Responsive Education for English Language Learners Achievement

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

Expanding Early Language and Literacy Spanish Individual Growth and Development Indicators to Monitor Progress

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.

Individual Growth and Development Indicators: Automated Performance Evaluation of Early Language and Literacy in Español: IGDI-APEL Español

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.

LDRC Subaward: Florida Center for Reading Research (FCRR) Learning Disability Research Center (LDRC)

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

Linking Language to Literacy with the Eyes: Differences in Emerging Bilingual Good and Poor Readers' Eye Tracking

Explores the phenomenon of specific reading comprehension difficulties by using eye-tracking technology and traditional measures of language and literacy as a window on cognitive processes to examine how language background and facility among bilingual Spanish-English speakers is related to ease and difficulty in English reading comprehension am

Linking Teachers and Families to Promote the Oral Language and Vocabulary in Spanish and English of Preschool Children

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.

Literacy Screener for Alaska Indigenous Languages

The Department of Education and Early Development has charged us with supporting schools teaching reading in Alaska Native languages in response to the Alaska Reads Act. Specifically, we have been charged with developing early literacy screeners for use in kindergarten through fifth grade in eight to ten Alaska Native languages over five years.

Literacy Study Group for Teachers of Students with Emotional and Behavioral Disorders

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).

Measures for Early Success Initiative: The Interactive Storybook Platform for the Equitable Assessment of Knowledge (I-SPEAK) (Phase 1- 5)

I-SPEAK is a preschool measure in English and Spanish that leverages a variety of interactive storybook narratives with embedded assessment prompts. It seeks to capture key developmental domains through stealth assessment techniques that honor children’s interests, experiences, and natural curiosity.

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