Faculty project
Improving comprehension of struggling readers:
Connecting cognitive science and
educational practice
Funding: |
U.S. Department of Education/Institute of Education Sciences |
Years: |
2004-2007 |
Amount: |
$1,443,000 |
Abstract: |
Our research addresses three specific aims:
- Develop an integrated framework of reading comprehension
processes across students of various grade and performance
levels.
- Examine the effects of interventions developed based on the
integrated framework of reading comprehension in controlled
experimental settings.
- Examine the effectiveness of classroom-based implementation
of the interventions developed in Specific Aim #2 in
collaboration with participating school districts.
The central outcome of the proposed research will be a set of
interventions that are based on rigorous theoretical and empirical
work, that have direct relevance for educational practice, and that
will improve the underlying reading comprehension processes of
struggling readers.
|
Project staff from University of Minnesota special education programs:
Kristen McMaster,
co-principal investigator
Special education faculty, Department of Educational Psychology
Stanley L. Deno, researcher
Special education faculty, Department of Educational Psychology
Christine A. Espin,
researcher
Special education faculty, Department of Educational Psychology
February 2007
|
