Oregon Research Institute
Associated IES Content
Grant
Evaluation of We Have Choices, an Upper-Elementary Self-Management Program
The purpose of this study is to determine the efficacy of the We Have Choices (WHC) program, which was initially developed with IES funding. WHC teaches students specific skills associated with academic success and gradually transfers management of those skills from teachers to students. Universal materials focus on explicit instruction in the skills for all students with an emphasis on practice and additional supports for those who struggle to learn the skills.
Federal funding program:
Award number:
R305A190478
Grant
Malleable Instructional Factors Associated with Beginning Word Reading
The purpose of this project is to explore how explicit training of orthographic knowledge (i.e., knowledge of conventions for written language that includes spelling, capitalization, emphasis) and cognitive flexibility (the ability to switch between thinking about two different concepts) may support kindergarten and first grade students who are at risk for word learning difficulties. Although access to high-quality materials that show the connections between sounds and written words is impor...
Federal funding program:
Award number:
R305A180005
Grant
An Investigation of Direct Instruction Spoken English for At-Risk English Learners
This project will evaluate the efficacy of the Direct Instruction Spoken English (DISE) program, a program currently in use in 25 states to teach oral language skills to adolescent ELLs. Findings from this study will provide rigorous evidence for educators as they select programs to help middle school English language learners (ELLs) acquire proficiency in oral English. Studies will estimate the effects of DISE for all students, explore the program components related to improvement in oral l...
Federal funding program:
Award number:
R305A150325
Grant
Evaluating the Efficacy of Read Well Kindergarten
At the time of this study, research suggested that learning to read in the first grade was the best predictor of a child's ultimate success in school but that first-grade reading achievement depends on how much children know about reading before they start the grade. The purpose of this study was to determine if Read Well Kindergarten®, a beginning reading program that uses small group mastery-based reading instruction, enhanced language and literacy skills in 30 schools through the end of ...
Federal funding program:
Award number:
R305F050080
Grant
Efficacy of Supplemental Early Vocabulary Connections Instruction for English Language Learners
The goal of this project is to study the efficacy of a supplemental reading intervention for English language learners (ELLs) in kindergarten called Early Vocabulary Connections (Connections). This intervention is designed to coordinate the development of beginning decoding skills, spelling, and vocabulary knowledge in English. In addition to immediate effects on word reading and vocabulary, participation in Connections is hypothesized to improve learning of new vocabulary and general compre...
Federal funding program:
Award number:
R305A130700
Grant
Coach Facilitated Mobile Parent-Training Program for Women With Cognitive Delays Who Are Mothers of Infants
This project aims to develop an adaptation of the existing online Play and Learning Strategies (ePALS) parenting program for mothers with infants when the mothers have significant cognitive delays. Infants of mothers with cognitive delays are at significantly elevated risk for a host of detrimental outcomes, including neglect and abuse of children and school readiness problems. Research indicates that early interventions to improve parenting practices are effective in ameliorating these outc...
Federal funding program:
Award number:
R324A200153
Grant
Alphabet Instruction Details
The purpose of this project was to develop and pilot test guidelines for alphabet instruction in the context of preschool classrooms. Alphabet knowledge is important for students' success with word reading and spelling development. Although learning letter names and sounds may appear to be a simple task, research suggests that many children from low socioeconomic status families, including many with limited English proficiency, enter and exit preschool with limited alphabet knowledge. In add...
Federal funding program:
Award number:
R305A150005
Grant
Preschool First Step to Success: An Efficacy Replication Study
The purpose of this project is to replicate, via a randomized controlled trial, the efficacy of the preschool adaptation of the First Step to Success intervention for improving child behavior and social skills outcomes, as well as the overall school readiness, of preschool children who are at high risk for the development of oppositional and conduct disorders. There is a need to intervene early with young children who are exhibiting early signs of these disorders, before the severity and int...
Federal funding program:
Award number:
R324A150221
Grant
Ecological Approach to Family Intervention and Treatment (Eco-FIT) Integrated with PBS: An Effectiveness Trial in Middle School
Student problem behavior at school represents a challenge for teachers, parents, and students. Youth who engage in problem behavior at school often have a variety of related issues such as low achievement, low attendance or drop out, depression, and substance use. The transition to high school is a risky period for youth, especially for those already showing problem behaviors, because of the potential for increased antisocial behavior including substance use and violence. Early adolescence...
Federal funding program:
Award number:
R324A090111
Grant
Efficacy Trial of Carescapes: Promoting Social Development in Home-based Child Care
Social competence is critical to the development and adjustment of preschool-age children and is linked to later school success. Child care provides an opportunity for young children to develop relationships with other young children, and has the potential to facilitate the development of children's social competence. The quality of the child care environment may have lasting impacts on children's social development, yet many child care facilities fall short of providing an optimal environme...
Federal funding program:
Award number:
R324A090044
Grant
Developing and Testing an Empirically-based Preschool Language and Literacy Curriculum for Children At-Risk for Reading Disabilities Using a Components Analysis
Language and early literacy skills acquired in early childhood predict reading ability in elementary school. Many children, particularly those with disabilities or who are at risk for reading and learning disabilities, arrive at preschool with limited language and early literacy experience, which in turn affects their transition to and future success in elementary school. To provide a foundation for early reading development, preschool literacy programs that provide intensive, targeted ins...
Federal funding program:
Award number:
R324A070136
Grant
Early, Evidence Based Intervention for Severe Behavior Problems: First Step to Success
The First Step to Success early intervention program is the focus of this research effort (Walker, Kavanagh, Stiller, Golly, Severson & Feil, 1997; 1998). First Step is a selected intervention designed to achieve secondary prevention goals and outcomes for behaviorally at risk children showing the early signs of emerging antisocial behavior patterns. It was developed for, and has been evaluated with, at-risk students having moderate to severe behavior problems in grades K-3. A randomized con...
Federal funding program:
Award number:
H324P040006
View More