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12/2/2016 Search Funded Research Grants and Contracts Details
https://ies.ed.gov/funding/grantsearch/details.asp?ID=1469 1/2
FUNDING OPPORTUNITIES | SEARCH FUNDED RESEARCH GRANTS AND CONTRACTS
IES Grant
TITLE: Teaching the Vocabulary of Comprehension: A TechnologyEnhanced System toEnhance AtRisk 3rd Graders’ Acquisition and Application of Essential Vocabulary
CENTER: NCER YEAR: 2014
PRINCIPAL INVESTIGATOR: Simmons, Deborah AWARDEE: Texas A & M Research Foundation
PROGRAM: Reading and Writing [Program Details]
AWARD PERIOD: 3 years (7/1/20146/30/2017) AWARD AMOUNT: $1,499,930
GOAL: Development and Innovation AWARD NUMBER: R305A140090
DESCRIPTION:CoPrincipal Investigators: Melissa Fogarty (Texas A&M University) and Michael D. Coyne (University ofConnecticut)
Purpose: Results from the 2011 National Assessment of Educational Progress indicate that more than 60% offourth graders do not read proficiently. While comprehension difficulties may be influenced by many factors, onecompelling reason is that students may not have a deep and flexible understanding and ability to usevocabulary of comprehension. Vocabulary of comprehension is defined as the vocabulary associated withnarrative and informational text, text structure, and text processing (e.g. vocabulary such as sources of evidence,main idea, inference, and characters). In this project, researchers plan to develop, refine, and pilot aninnovative, technologyenhanced learning system, called the Integrated Vocabulary of Comprehension System(IVCS). The goal of the IVCS is to build atrisk third grader students’ knowledge and application of thevocabulary of comprehension.
Project Activities: Researchers will iteratively develop a vocabulary of comprehension intervention for thirdgrade students atrisk for reading failure. This study will involve multiple cycles of design and development,instructional trials, usability and feasibility studies, and revisions to the intervention. A randomized field trial inthe third year will serve as a pilot study to examine the promise of the IVCS for impacting students’ vocabularyand comprehension.
Products: The final product of this project will be the fullydeveloped IVCS intervention for atrisk third gradestudents. Peer reviewed publications and other dissemination products will also be produced.
STRUCTURED ABSTRACT
Setting: This study will be conducted in school districts in Texas and Connecticut.
Sample: Four teachers and/or reading specialists will participate in Year 1, along with approximately 16 thirdgrade students. In Year 2, eight new thirdgrade teachers and 24 students will participate in feasibility studiesand refinements. Finally, in Year 3, 24 teachers and their 192 thirdgrade students will participate in arandomized field trial.
Intervention: The IVCS is a computerbased intervention for atrisk third grade students. Interactive elements ofIVCS will provide specific and immediate feedback. The software system will be developed for commoncomputer platforms used in schools, and the intervention will be designed for individual instruction and practicein general thirdgrade classes. The IVCS will feature a selection of highpriority vocabulary of comprehension,including vocabulary for understanding literature and informational text, procedural vocabulary, andcomprehension strategy vocabulary. The IVCS will also feature einstruction of evidencebased vocabulary andcomprehension strategies, eassessment and formative performance feedback, and eintegration exercises tosupport students as they apply strategies to authentic texts.
Research Design and Methods: This project involves multiple cycles of iterative design and development,instructional trials, usability and feasibility studies, and revisions to the intervention. During the iterativedevelopment, students will use the software in their classrooms and take the embedded eassessments.Quantitative and qualitative data will be collected from the eassessments and from classroom observationsand interviews with teachers. Revisions will be made between instructional trials. In the third year, arandomized pilot study will assess students at pretest and posttest using a variety of proximal and distalvocabulary and comprehension measures. Teachers and their students will be randomly assigned to either theIVCS or to a businessasusual control condition.
Control Condition: Classrooms assigned to the control condition will participate in standard classroominstruction.
Key Measures: A variety of proximal and distal vocabulary and comprehension measures will be used toassess students. For distal outcomes, the Peabody Picture Vocabulary Test4 (PPVT) and the Test of OralLanguage DevelopmentIntermediate: 4th Edition (TOLDI:4) will be used to assess language ability andvocabulary. The reading comprehension subtest of the Gates MacGinitie Reading Test, 4th Edition (GMRT4)will be used as a distal measure of reading comprehension. Proximal outcome measures of vocabulary andcomprehension will include curriculumembedded target vocabulary and comprehension tests. These endofunit assessments will be developed as part of the IVCS.
Data Analytic Strategy: Data will be analyzed using multilevel modeling with students nested withinclassrooms. Schools will be taken into account using dummy variables as covariates because of the smallnumber of schools. Crosslevel interactions will be used to examine potential differential effects of thetreatment for students with different demographic backgrounds.
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12/2/2016 Search Funded Research Grants and Contracts Details
https://ies.ed.gov/funding/grantsearch/details.asp?ID=1469 2/2
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