Ongoing Research, Archival Data, and Their Uses in Training.

The program provides fellows with access to ongoing research projects and archival data. Fellows are required to work with a program faculty member who is outside of their discipline to complete a research project (e.g., a fellow from education would work with program faculty from psychology). In addition to the ongoing educational research projects and archival data within the umbrella of FCRR (see "Resources"), program faculty have a large number of ongoing education research projects as well as large archival data sets. Brief descriptions of some of the ongoing research of program faculty are included below.

Christopher J. Lonigan, Ph.D.

Enhancing Literacy Outcomes for Young Children (PI: Lonigan; funded by Interagency Educational Research Initiative-NSF; 2001-2007). This project examines the impact of an early literacy curriculum for preschool children at risk of reading difficulties. In addition to the curriculum evaluation, the study examines two models of professional development and the incremental benefit of adding a parent intervention component. All of these factors are examined in a RCT design with teachers and children from Head Start centers. A mixed method approach is used to examine how characteristics of children, families, and teachers relate to the impact of the program variations as well as collect data to identify potential modifications required to produce the desired outcomes.

Evaluating the Effectiveness of Preschool Literacy Curriculum for Children At-Risk (PI: Lonigan; funded by the Institute of Education Sciences; 2003 - 2007). This project is using a RCT design to examine the impact of two distinct preschool early literacy curricula on the academic outcomes of young children at-risk of later academic difficulties. Additionally, the study is designed to evaluate the relative impact of various teacher, school, and child characteristics on curriculum impact, the relative impact of first versus second year of curriculum implementation, and how variations in professional development for teachers affects fidelity of implementation and impact on educational outcomes for the children.

Prevention of Reading Disabilities (Lonigan; funded by NICHD; 1999 - 2005). This project involves a randomized efficacy study of components of an early literacy intervention. In a theoretically motivated factorial design, the study investigates the effect of oral language, phonological awareness, and print knowledge interventions both alone and in combination on preschool children's pre-literacy skills as well as their later reading skills.

Development & Early Identification of Reading Disability (PI: Lonigan; funded by NICHD; 2000 - 2006). The objectives of this multi-study longitudinal project are to identify the domains and ages at which preschool children who will develop reading disabilities (or skilled versus less skilled reading can be identified), and to determine if rate of growth of preliteracy skills during preschool can serve to identify children who will have difficulties learning to read. This study uses structural equation modeling, growth curve modeling, and logistic regression to test alternative models of the causal relations between skills in oral language, phonological processing, and print processing with reading. One longitudinal study follows approximately 1,000 children recruited when they were between the ages of 2- to 5-years for a period of five years, providing data on developmental continuity of skills across the preschool period and into early elementary school. A second longitudinal project intensively examines the development of the preliteracy skills of approximately 300 children during the preschool year and follows these children as they begin elementary school.

Christopher Schatschneider, Ph.D.

Influences on early reading: A twin study. (Schatschneider: funded by NICHD; 2002 - 2006). This project, conducted in collaboration with Steve Petrill at Penn State University, is a behavioral genetics project that is examining environmental factors that influence reading development in a set of identical and fraternal twins

Phase I Early Reading Intervention Study: Getting Ready for Scale-up (Schatschneider: funded by Interagency Educational Research Initiative-NSF; 2004-2006). This project, conducted in collaboration with Benita Blachman at Syracuse University, is designed to examine the impact of different components of reading instruction in eight schools. Schools are block randomized to two different tutoring conditions.

Preventing Reading Difficulty in Young Children. (Schatschneider: funded by Interagency Educational Research Initiative-NSF; 2001 - 2006). This project, conducted in collaboration with Donna Scanlon and Frank Vellutino at SUNY Albany, involves a large longitudinal study of approximately 1400 children who are currently enrolled in "high risk" schools in the state of New York. The project's focus is to examine different ways that the reading abilities of children in these schools can be improved. Using a RCT design, participating schools have been assigned to one of three treatment conditions (professional development for the teachers, tutoring for children who are lagging behind, and a third condition that combines both professional teacher development with tutoring) or a control condition.

Understanding/Preventing Math Problem-Solving Disability (Schatschneider: funded by NICHD; 2003 - 2007). This project, conducted in collaboration with Lynn Fuchs and Doug Fuchs in Nashville, is designed to investigate the development and remediation of math difficulties. Using a RCT design, 20 schools are randomly assigned to either one of three treatment conditions for children identified as having difficulty in math problem solving or a control condition.

Joseph K. Torgesen, Ph.D.

A Randomized Field Trial of Reading Interventions for Struggling Readers in Grades 3 and 5. (PI: Torgesen; funded by the Institute for Education Sciences, Title 1 Evaluation from the USDOE, the Heinz foundation, the Haan foundation for Children, and several other foundations; 2003-2007). This project is the largest study of intervention methods for older children ever conducted that uses an RCT design. It is examining outcomes from four different instructional programs that are being delivered to 120 students each. The major questions being addressed in the study are: (a) what proportion of students who begin the intervention below the 30th percentile in basic word reading skills are reading at grade level after 100 hours of high quality intervention delivered in groups of three students; (b) are there differences in outcomes between interventions that focus primarily on word level skills vs. those that split intervention focus between word level and reading comprehension skills; and (c) are there differential effects of different intervention methods depending on entering characteristics of the students. The research is being conducted in 50 schools in the Pittsburgh area.

An Examination of Two Methods to Enhance Reading Skills in Severely Disabled Older Readers (PI: Torgesen; funded by NICHD). This project is focused on methods to improve reading skills in students with learning disabilities (average age 10 years) who begin the intervention at about the 2nd percentile in their word level reading skills. Using a RCT design, 60 students are assigned to one of two interventions: (a) a focus on building broad and deep accuracy in reading, or (b) a focus on building accuracy as a foundation for fluency. Students are provided 133 hours of instruction in a combination of 1:1 or 1:2 teacher:pupil ratios, and they are then followed for one year after interventions.

Effects of Group Size and Teacher Experience/Training on Reading Outcomes for First Grade At-Risk Students (PI: Torgesen, funded by NICHD). This project examined the effects of receiving preventive reading instruction in groups of either 3 or 5 students delivered by either a well-trained experienced teacher or by a well-trained and carefully selected paraprofessional. Instruction was delivered through a highly structured program that was well articulated with the comprehensive core reading curriculum being used in the classroom. Using a RCT design, approximately 250 students were assigned to one of four instructional conditions or a "treatment as usual" control condition.

Richard K. Wagner, Ph.D.

Origins of Individual and Developmental Differences in Reading Comprehension (PI: Wagner; funded by Institute for Education Science, U. S. Department of Education: 2003-2007). This study uses both experimental studies with a RCT design and a longitudinal correlational study with confirmatory factor analysis and structural equation modeling of latent variables to examine potential origins of both individual and developmental differences in reading comprehension.

Preschoolers' Reading-Related Phonological Processing (PI: Wagner; funded by National Institute of Child Health and Human Development; 2000 - 2005). This study used confirmatory factor analysis and structural equation modeling to test alternative models of the nature of preschoolers' reading-related phonological processing abilities and their potential causal relations with reading. A longitudinal correlational design is used that allows for potentially bi-directional causal influences and covaries auto-regressive effects.

Laura B. Hassler, Ph.D.

Acquisition of Long-term Working Memory as a Means for Skilled Performers to Maintain Situation Awareness Under Stress (PI: Hassler; funded by the Office of Naval Research; 2004 - 2005). This project examines whether long-term working memory-based skills can be acquired to provide maintained situational awareness under stress. A particular focus of the project is to identify interventions that are likely to reduce stress-induced decrements in situation awareness during performance. Studies will examine the effect of training programs on situation awareness maintained under stress with participants with different levels of skill. The primary goal of these investigations is to identify and design principles that can guide improved training of skilled military performers, such as pilots, so they can better maintain situation awareness under the stressful conditions of combat missions.

K-16 Multi-University, Reading, Mathematics and Science Initiative (MURMSI) (PI: Hassler; funded by the Institute of Education Sciences; 2003 - 2005). This project is designed to improve teaching and learning in Reading, Mathematics and Science in Florida's K-12 schools with a special emphasis on students considered "at risk" due to economic or other conditions. In addition to its coordinating role in developing a research agenda through collaborative partnership with other state universities and stakeholders in Florida and coordinating projects in other Florida universities, two MURMSI RCT studies are being conducted at FSU. The "Applied Data Analysis Project for Principals and Teachers (ADAPT)" will test the impact of use of data to inform instructional and curricular decision-making on student performance, using student reading performance on the Florida Comprehensive Assessment Test. The "Computer-Assisted Personalized Approach (CAPA)," will assess the impact of teacher-directed use of technology on student performance in physics. Students in a CAPA homework group will do their assignments on-line, receive immediate feedback on the correctness of their answers, and get multiple tries to solve problems. Students in a traditional homework control group will complete written hand-graded assignments.

Study, Evaluation, and Proof of Concept Development in Support of the Naval Education and Training Command Revolution in Training, Training Technology Infusion, and Integrated Learning Environment Initiatives (PI: Hassler; funded by the U.S. Department of the Navy; 2003 - 2005). Driven by the "Presidential Initiative for Technology," and as the Navy's "change agent" for the Revolution in Training (RIT), the Naval Education and Training Command has multiple technology infusion initiatives underway to increase the efficiency and effectiveness of Department of the Navy training programs. This grant includes six projects in support of the RIT. Among other objectives, the projects are designed to evaluate the effects of different instructional delivery systems, outcomes for distance learning, how characteristics of online-learners influence educational outcomes, and the impact of "off the shelf" software.

Alysia D. Roehrig, Ph.D.

Teacher Quality Research (PI: Roehrig; pending funding by the Institute of Educational Sciences; 2005 - 2007). The purpose of this project is to identify professional development that is related to gains in teacher knowledge and student reading in Florida Reading First schools.

Teacher Expertise: Teacher Decision-Making for Retention or Promotion of Students (PI: Roehrig; funded by the FSU Council on Research and Creativity). The purpose of this project is to identify the factors teachers take into consideration when making retention/promotion decisions for their students, and evaluate the relation of these factors to students' growth in reading achievement in subsequent years.

Colleague in the Classroom (Roehrig in collaboration with Sopris West Educational Services; funded by NIH SBIR). The purpose of this project is the evaluate, in a randomized control trial, the efficacy of a CD-ROM based professional development tool for improving teacher knowledge, use of instructional practices supported by scientifically based reading research, and gains in student reading.

Stephanie Al Otaiba, Ph.D.

Code-based Tutoring in English for English Language Learners and their Preservice Teacher/Tutors (Al Otaiba; funded by FSU Research Foundation). The purpose of this study is to examine the effects of a structured research-based intervention in English on the reading skills of children who are English Language Learners and also to examine the growth in knowledge of language structure for preservice teachers.

Home Literacy Survey of Families of Young Children with Disabilities (Al Otaiba; funded by FSU Research Foundation). The purpose of this project is to use an online survey is to describe the home literacy environments of young children with disabilities. The survey has been featured on the National Down Syndrome site.

Tutor Assisted Learning Strategies (Al Otaiba; funded by FSU Research Foundation and CIS AmeriCorps). This project examines the short- and long-term impact of an early literacy tutorial intervention for kindergarten children at risk of reading difficulties. In addition, the project explores whether learner characteristics moderate the effects of this intervention that is being delivered by well-trained volunteers. The project has been piloted and will be field-tested with AmeriCorps members. 250 students in ten schools will be assigned to TAILS or a comparison control condition using a stratified random sampling plan.

Richard L. Tate, Ph.D.

Applications of Hierarchical Linear Modeling (HLM) (Tate: funded by the Florida Department of Education). This relatively new modeling approach for nested data has been used for the estimation of "value-added" school effects in accountability programs. This research applies these procedures to assessment data from Florida to compare HLM school effects with those based on other approaches.

Method of Long-Term Equating of Mixed-Format Assessments (Tate: funded by the Florida Department of Education). The description of achievement trends over time for educational accountability requires careful equating of the different test forms developed each year. Equating methods originally developed for traditional "objective" tests (i.e., test using true-false and multiple choice items) are not appropriate for the newer assessments that also include various performance or constructed response items. This research examines the potential danger of using traditional equating methods, and it identifies a new approach to equating for mixed-format tests, and studied the precision of this equating.

Method of School-Level Assessment of Average Student Achievement (Tate: funded by the Florida Department of Education). Although most applications of modern test theory (a.k.a. item response theory or IRT) are for the estimation of achievement of an individual student, group-level IRT models also have been developed, allowing the efficient direct assessment of a school achievement average. This research examines the precision of the results from such models, the robustness of these methods to violations of assumptions, and their application to large-scale assessment in Florida.

Statistical Assessment of Test Structure (Tate: funded by the Florida Department of Education). Knowledge of the statistical structure (or "dimensionality") of a large-scale assessment is important for confirming various aspects of test validity. This research compares various methods of assessing test dimensionality and explores the implications of multidimensionality for total test and subscore performance.

Ongoing Research Continued...