Project ERI: The Early Reading Intervention: Examination of Curriculum Efficacy, Durability, Replicability, and Intensity.
PI(s): Deb Simmons, Ph.D. (Texas A & M University) and Michael Coyne, Ph.D.
Description: Project ERI looks to test and replicate the curriculum efficacy of Scott Foresman's Early Reading Intervention (ERI) as an intervention reading program with kindergarten students at risk for reading difficulties.
Sponsor: U. S. Department of Education, Institute of Education Sciences, Early Intervention and Assessment for Young Children with Disabilities
Research Question: Can the efficacy of Scott Foresman's Early Reading Intervention (ERI) be replicated as an intervention reading program with kindergarten students at risk for reading difficulties?
Design: A series of randomized trials in Connecticut, Texas and Florida (teacher as unit of assignment). Participants over the four-year project include 100 teachers and 650 kindergarten students. Students receive an intervention in kindergarten and are followed through second grade.
Project IVI: Intensifying Vocabulary Intervention for Kindergarten
PI(s): Michael Coyne, Ph.D.
Co-PIs: Betsy McCoach, Ph.D., Paige Pullen, Ph.D. (The University of Virginia)
Description: The intent of this study is to draw on validated principles of instructional design and delivery to intensify vocabulary instruction/ intervention to optimize its effectiveness with kindergarten students most at risk of learning disabilities.
Sponsor: U. S. Department of Education, Institute of Education Sciences, Language and Vocabulary Development - Special Education Research
Research Question: Can validated principles of instructional design and delivery intensify vocabulary instruction to optimize vocabulary knoweldge in kindergarten students most at risk of learning disabilities?
Design: A series of group-design intervention studies. Participants include kindergarten students from elementary schools in Connecticut (e.g., Hartford, Windham, New London, Ashford) and Virginia.
Description: This study aims to develop, refine, and evaluate strategies for teaching vocabulary to kindergarten students
Sponsor: U. S. Department of Education, Institute of Education Sciences, Reading Comprehension Research
Research Question: Do rich vocabulary instruction during storybook reading activities result in at-risk kindergarten students learning more full and complete word meanings and increases overall vocabulary knowledge and listening comprehension?
Design: A series of seven group-design intervention studies. Participants include 300 kindergarten students from five elementary schools in Hartford, Windham, New London, & Ashford
University of Connecticut | 