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Current Projects

Institute of Education Studies—Teacher Knowledge Grant

Connecting Primary Grade Teacher Knowledge to Primary Grade Student Achievement: Developing the Evidence-Based Reading/Writing Teacher Knowledge Assessment System.

CO-PRINCIPAL INVESTIGATORS:

Dr. Ray Reutzel
Utah State University

Dr. Janice Dole
University of Utah

OVERVIEW OF THE PROJECT:

This four-year federally funded research project will result in the development of a reliable, comprehensive and practical primary grade teacher knowledge assessment system of reading and writing instruction. The system will consist of two assessment instruments: 1) a pencil and paper assessment of teacher knowledge about reading and writing instruction, and 2) an observational survey that evaluates teachers’ practical use of effective reading and writing instruction. These two assessments will be used to predict student achievement on a standardized reading and writing test.

For more information see:www.cehs.usu.edu/ecc/images/pdf/presentations/primary_grade_reading.pdf


Utah State Office of Education—Reading First

Evaluation of Utah’s Reading First

CO-PRINCIPAL INVESTIGATORS:

Dr. Janice Dole
University of Utah

Dr. John Hosp
Florida State University

Dr. Michelle Hosp
University of Utah

OVERVIEW OF THE PROJECT:

Reading First is a federally funded project designed to help K-3 students in high-poverty schools become successful readers by improving the quality of reading instruction in their classrooms. In the project, teachers receive training based on scientifically based reading research and support from school reading coaches. Schools receive funding for reading programs, books, and other teaching materials to help them improve student achievement.

In 2002, the U. S. Department of Education funded Utah with over $24 million to implement Reading First in Utah. The University of Utah evaluation team has collected data across the five years of the project, beginning in 2003. Data were collected on state standardized reading tests as well as the state’s CRTs. Data were also collected on teacher knowledge, beliefs and attitudes about Reading First, and interviews were administered to Reading First district administrators and teachers across the five years of the project. The project officially ends for the first cohort of districts in Reading First at the end of the academic year of 2008.

For more information contact:jan.dole@utah.edu


U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation, Mathematica

Evaluation of Reading Comprehension Interventions

CO-PRINCIPAL INVESTIGATORS:

David Myers
Mathematica
Washington, DC

Russell Gersten
Instructional Research Group
Long Beach, CA

Subcontracted to:

Dr. Janice Dole
Dr. Lauren Liang
University of Utah

OVERVIEW OF THE PROJECT:

The National Evaluation of Reading Comprehension Interventions proposed by the U. S. Department of Education’s Institute for Education Sciences (IES) provided a unique opportunity to address questions that are critical to understanding the effectiveness of reading comprehension interventions. The specific goals of the research were to: 1) assess the extent to which reading comprehension interventions can improve student reading achievement and content knowledge, and 2) contribute to knowledge about what programs most effectively improve student achievement and content knowledge. The interventions were selected by a task force of reading experts after they reviewed the interventions in detail for content, strategies, materials, and empirical evidence of effectiveness and after they discussed the interventions directly with intervention providers.

The research design of the project was a quasi-experimental study where fifth-grade teachers were randomly assigned to use one of four comprehension interventions for 30-40 minutes a day over a full academic year. Each of the comprehension interventions was used in one of four schools. An additional control school was selected that did not use a comprehension intervention. All schools were Title I schools.

Results of the intervention study will be reported in 2009.

For more information, contact:jan.dole@utah.edu


Utah System of Higher Education, State Board of Regents—Middle School Grant

Developing Teacher Leaders in English Language and Reading Instruction in Title I Middle Schools

CO-PRINCIPAL INVESTIGATORS OF THE PROJECT:

Dr. Emily Swan
Department of Teaching and Learning

Dr. Mary Ann Christison
Department of Linguistics

Dr. Janice Dole
Department of Teaching and Learning

OVERVIEW OF THE PROJECT:

The purpose of this study is to provide middle school teachers with on-going professional development and leadership in teaching reading through the content areas. Two instructional frameworks are utilized in this study. First, the Concept-Oriented Reading Instruction (CORI) framework will be used to facilitate high-quality reading instruction for middle school students that will increase, 1) teachers’ effectiveness in teaching for student understanding, 2) students’ ability to comprehend content area texts, and 3) students’ engagement in learning (Guthrie, Anderson, Alao, & Rinehart, 1999; Guthrie, J.T., Van Meter, P., Hancock, G.R., Alao, S., Anderson, E., & McCann, A., 1998; Swan, 2003). Second, the Sheltered Instruction Observation Protocol model (SIOP) framework will be used to develop teachers’ ability to teach reading and content to English language learners.

This combined focus on CORI and SIOP can prepare teachers to be high-quality instructors of reading comprehension across and within content areas. These high-quality instructors will be able to engage learners in their classrooms, and also provide appropriate instruction for English language learners and those who struggle with reading. In addition, the project will prepare teacher leaders to support and assist middle school teachers in teaching all students using a model for leadership development that has been adapted by project leaders for teacher development of leadership skills.

For more information contact:Emily.swan@utah.edu

Last Updated: 3/6/17