Emily Solari
Associated IES Content
Grant
Iterative Replication of Read Well in First Grade
The goal of this project is to systematically replicate Read Well to investigate its impact on first grade children with reading difficulties. Read Well's impact was previously studied with positive outcomes indicated for letter names and sounds and word reading development in kindergarten. Despite these promising findings, there is a need for additional research to address unanswered questions and better understand the conditions under which the intervention is effective and for whom. As su...
Federal funding program:
Award number:
R324R200014
Grant
Autism Postdoctoral Training Program Addressing the Educational Needs of Pre-K through Secondary Aged Students
Federal funding program:
Award number:
R324B180034
FY2022
FY2022 Special Education Peer Review Panel
FY2019
FY2019 Special Education Peer Review Panel
FY2018
FY2018 Special Education Peer Review Panel
Grant
Project LINK: Learning to Generate Inferences and Building Knowledge Using an Online Platform
In this project, the researchers aim to develop and pilot test a scalable, theoretically and empirically supported knowledge-building and inference instruction intervention (Learning to Generate Inferences and Building Knowledge [LINK]) to improve reading comprehension for all students in grades 6 and 7. An early version of LINK demonstrated promise in accelerating reading comprehension for students with reading difficulties (RD) in a sample with a high proportion of multilingual students wh...
Federal funding program:
Award number:
R305A240175
Grant
Leveraging Evidence-based Reading and Relational Tools to Improve Kindergarteners' Literacy Skills and Behavior
The purpose of this study is to test the optimal sequence of two teacher-implemented supplemental interventions for kindergarten students at risk for reading difficulties. The first intervention, Read Well Kindergarten (RWK), teaches evidence-based foundational reading skills and the second intervention, Banking Time (BT), is meant to enhance teacher-student relationships to decrease challenging behavior. Both have been shown to be effective and feasible in classroom settings, but they have ...
Federal funding program:
Award number:
R324A230093
FY2021
FY2021 Early Intervention and Early Childhood Education Peer Review Panel
FY2020
FY2020 Early Intervention and Early Childhood Education Peer Review Panel
Grant
Testing the Efficacy of Reading RULES: A Tier 1 and Tier 2 Intervention for First-Grade Children with Decoding and Comprehension Difficulties
The purpose of this project is to evaluate the efficacy of Reading RULES for first-grade students who are at risk for serious reading difficulties and disabilities in both word reading and comprehension. Students who do not learn to read adequately in the early grades typically have persistent reading difficulties. Potential persistent reading problems may be prevented or their severity reduced if they are addressed aggressively and early. Reading RULES combines whole-class and intensive sma...
Federal funding program:
Award number:
R324A180221
Grant
Development of Integrated Text Level Curricula for Kindergarten Through Second Grade Students
Learning to read requires the integration of several critical oral language and written language skills, yet there is little known about the types of instruction that would adequately support growth across these domains. In this project, researchers are building on a kindergarten and first grade vocabulary curriculum developed with IES support (the Building Vocabulary for Emerging Readers [BVER] curriculum) by integrating comprehension instruction into the existing vocabulary lessons, expand...
Federal funding program:
Award number:
R305A100993
Grant
Development of the School Readiness Curriculum Based Measurement System
A substantial number of children arrive at elementary school without the skills essential for academic success. Early identification and regular monitoring of children's learning in critical school readiness domains are important features of programs that help close the achievement gap. Unfortunately, many existing language literacy measures designed for use with preschoolers have limited reliability and validity, as well as floor and ceiling effects. Most of the existing measures do not cov...
Federal funding program:
Award number:
R305A110549
FY2010 IES Peer Reviewers
FY2010 IES Research Peer Review Panel
Grant
First Grade Super-Readers: Intervention for the Prevention of Reading Comprehension and Decoding Difficulties in Young Children At-Risk for Reading Disabilities
First Grade Super Readers is intended to be an integrated, systematic reading intervention for first grade children who are at-risk of serious difficulties and disabilities in word reading and reading comprehension. This research team will develop First Grade Super Readers as a Tier 2 intervention within a Response-to-Intervention model to provide supplemental intervention to students who do not benefit sufficiently from quality classroom reading instruction.
Federal funding program:
Award number:
R324A100129
Grant
Development of an Empirically Based Vocabulary Curriculum for Kindergarten and First Grade Students
In this project, researchers aimed to develop an empirically based vocabulary curriculum embedded with writing instruction and determine the role of vocabulary instruction in the development of language arts proficiencies in young students called Vocabulary Enrichment Project. These goals stemmed from national concerns regarding school readiness among young students and the vocabulary demands of comprehending written language that were present at the time of this study. The researchers focus...
Federal funding program:
Award number:
R305G060008
View More