Currently Funded Projects
LARRC- Language and Reading Research Consortium
Gray, S. (ASU PI); Restrepo, M. A. (ASU CoI) (Funded by IES, US Dept of Education, 2010-2015)
This five-year project entitled, The Language Bases for Reading Comprehension, was awarded to The Ohio State University leading a five-university consortium, originally and now 7 universities: Arizona State University, Lancaster University (United Kingdom), The Ohio State University, University of Kansas, Florida State University, Mass General and the University of Nebraska-Lincoln. Dr. Laura M. Justice of Ohio State University is the principal investigator.
- The grant comprises a multidisciplinary set of studies designed to increase the fundamental understanding of the role of lower- and higher-level language skills in listening and reading comprehension, and knowledge of how to effectively increase language knowledge and comprehension skills in preschool through grade three through systematic classroom-based interventions. Project activities will span four states and involve more than 3,000 preschool to third grade children in more than 300 classrooms.
Glenberg, A. (ASU PI); Restrepo, M.A. (ASU Co-PI), Walker, E. (ASU Co-PI) (Funded by NSF Cyberlearning program; DIP: EMBRACEing English Language Learners with Technology, 2013-2017)
A new intervention, EMBRACE, for Enhanced Moved by Reading to Accelerate Comprehension in English, is an adaptation of the Moved by Reading (PI Glenberg, A.) intervention targeted at Spanish-speaking English language learners (ELLs). EMBRACE is a two-step intervention for enhancing reading comprehension based on an embodied approach to language comprehension. In the first step, children manipulate images on an iPad screen to simulate sentences they read. The manipulation requires the child to index nouns to particular objects (thereby grounding the meaning of the nouns) and to index syntax, the who does what to whom, to their actions on the objects. The second step is to have the child imagine manipulating the objects. Children who can successfully imagine this manipulation have become successful simulators and readers. In addition, the EMBRACE project incorporates intelligent tutoring adaptations to the Moved by Reading intervention.
Puente de Cuentos Project
Spencer, T. (NAU-PI); Restrepo, M. A. (ASU-Co-PI); Thompson, M. (ASU-Co-PI); Peters, D. (U. of Wyoming-Co-PI) (Funded by IES, Early Learning Programs and Policies, 2014-2017)
The long term goal of this project is to promote academic success among Spanish-speaking English learners and to foster bilingualism. The current objective is to develop a dual language narrative intervention program, complete with training materials, extension vocabulary activities, and progress monitoring tools, with maximum feasibility in Head Start classrooms. Our hypothesis is that narrative intervention in both Spanish and English will promote rapid English language acquisition while supporting the development of children’s first language and, consequently, will accelerate their preparation for formal reading instruction. The proposed curriculum will extend an English-only program called Story Champs (Spencer & Petersen, 2012) to enhance its potential with preschool age Spanish-speaking English learners. Three tiers of interventions (large group, small group, and individual) were designed for early childhood Response to Intervention (RTI) models and contextualize language intervention in authentic, motivating, and personally relevant storytelling activities. A Spanish-English dual language intervention program that adjusts intensity to match the needs of individual children has the potential to hasten the acquisition of English while promoting continued Spanish development.