Grants & Awards

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 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.