FCRR and the College of Communication and Information at FSU have announced a collaborative partnership with the Harvard Graduate School of Education and the Massachusetts Institute of Technology Integrated Learning Initiative to research improving early childhood literacy through personalized intervention.
The Quantitative Methodology and Innovation (QMI) division, through multi-disciplinary collaborations, aims to partner with researchers, government agencies, and private companies to support scientific inquiry with rigorous research design, data analysis, and innovation in quantitative methods and assessment.
The Florida Center for Reading Research at Florida State University along with the FSU College of Social Work is partnering with Florida’s Agency for Persons with Disabilities to evaluate and improve their assessment tool for people with developmental disabilities.
Differential Co-Development of Vocabulary Knowledge and Reading Comprehension for Students with and without Learning Disabilities
A paper was recently accepted in the Journal of Educational Psychology entitled, ‘Differential Co-Development of Vocabulary Knowledge and Reading Comprehension for Students with and without Learning Disabilities.” This paper looked at the co-development of reading comprehension and vocabulary knowledge for students followed from Kindergarten through 4th grade using latent change score modeling.
Conditional Longitudinal Relations of Elementary Literacy Skills to High School Reading Comprehension
The Journal of Learning Disabilities recently accepted a paper titled, “Conditional Longitudinal Relations of Elementary Literacy Skills to High School Reading Comprehension,” authored by Yaacov Petscher, Hugh Catts, and Emily Solari. The study explores the longitudinal development between Grade 3 word level reading skills and higher level semantic skills to Grade 10 reading comprehension for 3,157 students.
Dr. Sara Hart and Dr. Callie Little have received a $2.9 million grant from NICHD to conduct a five-year study to uncover the mechanisms through which COVID-19 has and will continue to have impacts on children’s reading skills.