Florida Center for Reading Research

about FCRR


Current Research Projects

Below you will find a list of all research projects currently being conducted at FCRR.


Florida State University Research and Development Center for Pre-K to 5th Grade Student Comprehension: Examining Effective Intervention Targets, Longitudinal Intensity, and Scaling Factor

Christopher J. Lonigan, Ph.D.
This center, using a combination of basic science, development, and evaluation studies conducted in Florida, will (a) identify the key language, cognitive, and regulatory components necessary for strong comprehension of spoken and printed language, (b) develop, refine, and evaluate instructional activities that teachers can effectively use to increase the language and reading comprehension skills of children in pre-K to 5th grade, and (c) develop and evaluate an on-line professional development system that will support teachers’ use of these instructional activities.

Regional Educational Laboratory - Southeast

Barbara R. Foorman, Ph.D.
Florida State University is home to the U.S. Department of Education’s Regional Educational Laboratory for the southeast states of Alabama, Florida, Georgia, Mississippi, North Carolina & South Carolina.

Development of Oral and Silent Reading Fluency and their Relation with Reading Comprehension in First through Third Grade Students

Young-Suk Kim, Ed.D.
The findings from this study will provide critical information about developing instructional approaches and interventions (i.e., Goal 2 study) to improve students’ reading fluency, both oral and silent modes, and ultimately reading comprehension.

Reading for Understanding Assessment Network with Educational Testing Service (ETS)

Barbara R. Foorman, Ph.D.
This subaward is part of the Reading for Understanding Assessment Network with ETS.

Understanding Malleable Cognitive Processes and Integrated Comprehension Interventions for Grades 7-12

Jeannie Wanzek, Ph.D.
This subaward is part of the Reading for Understanding Network’s University of Texas at Austin Center.

Predoctoral Interdisciplinary Research Training (PIRT) Fellowship

Christopher J. Lonigan, Ph.D.
This fellowship is providing advanced research training to doctoral students of psychology, education, communication disorders, and other disciplines.

Measuring Reading Progress in Struggling Adolescents

Barbara R. Foorman, Ph.D.
This study is examining the application of advanced psychometric methodology to the FAIR computer adaptive system.

Using Educational Television to Enhance Young Children’s’ Language & Vocabulary Skills

Beth Phillips, Ph.D.
This study is developing and documenting the feasibility, applicability to diverse settings, and fidelity of implementation of an intervention designed to enhance and accelerate the vocabulary and language acquisition of at-risk preschool children.

Test of Emergent Writing Skills

Christopher J. Lonigan, Ph.D.
This study is developing a test of emergent writing skills for preschool children that will be useful for both educators and researchers in the assessments of children’s literacy from age three to five.

Development of a Comprehensive Assessment System for Spanish-speaking English Language Learners’ Early Literacy Skills

Christopher J. Lonigan, Ph.D.
This study is developing and validating measures of key early literacy skills for use with Spanish-speaking ELL preschoolers.

Testing an Integrated Preschool Curriculum for English Language Learners with University of Texas at Houston

Beth Phillips, Ph.D.
This study is focuses on the professional development status and growth of the part-time teaching assistants provided by the project to all classrooms during the implementation of the project and ongoing curricula projects.

Learning Disabilities: Multidisciplinary Research Center

Richard K. Wagner, Ph.D.
This study is creating and evaluating an approach to professional development and technology use designed to enable teachers to provide effective individualized reading instruction that can enhance children’s early reading skills.

Reading ICARD: Interventions for Children with Attention and Reading Disorders with the University of Texas at Houston

Christopher Schatschneider
This study explores the relative effectiveness of treatments for children with both ADHD and significant reading disabilities.

Intensive Frequency and Quality of Academic Engagement with Teachers and Text and the Relationship to Student Literacy for Kindergarten Students At-Risk for Reading Difficulties

Jeannie Wanzek, Ph.D.
This study investigates how instructional context variables, specifically academic engagement with the teacher and engagement in reading print, relate to literacy development for kindergarten students at-risk for reading difficulties.

Promoting the School Readiness Skills of Spanish-speaking English Language Learners

Christopher J. Lonigan, Ph.D.
This study is evaluating the benefits of an academically-focused preschool curriculum on the school readiness skills and subsequent academic achievement of children who are Spanish-speaking English language learners.

Progress Monitoring & Reporting Network (PMRN)

Barbara R. Foorman, Ph.D.
This project hosts the Progress Monitoring and Reporting Network v3.0 (PMRN) and provides technical assistance and professional development to FAIR master trainers. The projects also conducts field testing for listening and reading comprehension passages and vocabulary items for the K-2 FAIR system.

Development of an English Language Formative Assessment System with Pearson

Barbara R. Foorman, Ph.D.
This project is funded through the Race to the Top program to develop an English language formative assessment system for Florida schools.

Development of Common Core Reading Screening & Diagnostic Assessment System

Barbara R. Foorman, Ph.D.
This project is funded through the Race to the Top program to develop a Common Core Reading Screening & Diagnostic Assessment System.