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
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
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 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.
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).
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.
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.
This implementation science project aims to improve both decoding and reading comprehension outcomes for students with intellectual and developmental disabilities. The project will create a conceptually coherent collection of texts, including decodable texts, to use during literacy instructional routines.
The research team will refine and validate a reading comprehension assessment originally designed for third- to fifth-grade readers for use with postsecondary students.
