Educational Psychology Ongoing Research
Our Research Topics and Projects
The primary purpose of The E-SERF Project is to examine the relationship between participation in Early Reading First pre-kindergarten programs and later language and literacy achievement. Early Reading First is a federal grant program designed to help early childhood education programs become "centers of excellence" that provide children with quality, early language and literacy experiences. With a focus on prevention of reading difficulties among children who may be at-risk for later school failure, these primary purpose of these programs is to prepare young children to enter kindergarten with the skills they need to successful in school. In order to investigate the benefits of the program, E-SERF children's growth in language and literacy skills will be followed from kindergarten through second grade. This project is sponsored by The United Way of Metropolitan Atlanta, Smart Start through a supplemental grant from the U.S. Department of Education.
Principal Investigator: Ann Cale Kruger (ESC)
Ann Cale Kruger leads a research team to evaluate the effects of the Alliance Theatre Company’s outreach program, Georgia Wolf Trap, for low-income children in kindergarten. Over three years, the researchers will collect data to investigate the effects of the program on students’ verbal and nonverbal communication and on their performances on the state-mandated test for school readiness and as emergent writers. The researchers will investigate how drama affects Georgia students’ emergent literacy skills, enhances their emotional understandings, and increases their awareness of the art of theatre. This project is sponsored by the U.S. Department of Education through its Arts in Education Model Development and Dissemination Grant Program.
Co-Investigators: Susan Easterbrooks (ESC) and Carol Connor
Funded by Institute of Education Sciences (IES)
The purpose of this study is to develop and obtain preliminary evidence on the efficacy of a curriculum designed to foster emergent literacy skills in deaf and hard of hearing preschoolers. The curriculum is designed to foster phonics, phonological awareness, vocabulary, narrative and comprehension skills in deaf and hard of hearing children. Specifically, the researchers will examine what instructional strategies and degree of individualization will improve literacy outcomes.
In 2005, the Southeast Regional Center for Get Ready to Read! was established in Atlanta, Georgia through a partnership between the National Center for Learning Disabilities and Smart Start, the early education arm of the United Way of Metropolitan Atlanta. The Center's mission is to assure that young children in Georgia and the southeastern region of the United States enter kindergarten with the language and literacy skills they need to be ready to benefit from quality literacy instruction. Dr. Terry contributes to the success of the program by evaluating program effectiveness, providing professional development throughout the metropolitan area, and assisting the Center in implementing the program in schools and programs throughout the state. This project is sponsored by The United Way Metropolitan Atlanta, Smart Start and the National Center for Learning Disabilities (NCLD) through funding from The Goizueta Foundation.
Funded by: Institute of Education Sciences (IES)
The goal of this training program is to offer individualized research experiences within the context of interdisciplinary research teams. Program faculty have projects designed to empirically validate educational interventions that promote language or literacy development in special populations: children, adolescents, or adults at risk for, or with, identified disabilities. Trainees will have the opportunity to work on one of the IES or NIH funded projects, as well as work on archival data sets.
Co-Investigator: Kristine Jolivette (ESC)
Liberate is a $2.94 million four year study. Funding is provided by the Institute of Education Sciences (IES). The primary purpose of Project LIBERATE is to determine the comparative effectiveness of three literacy instructional packages (two treatments and one control group) on the reading, writing, and spelling performance of incarcerated struggling readers with and without disabilities. Student motivational and teacher implementation factors also will be considered. Much has been learned in recent years about how to teach literacy skills at the elementary school level yet little is known about how to teach literacy at the secondary level, particularly to struggling readers who are on the fringe of society. Estimates suggest that up to 45% of the incarcerated students in Georgia have disabilities. No data are available regarding comprehensive literacy instruction for these students.
Additional participants include Dr. Chris Henrich (data manager), Dr. Candy Steventon (project manager), and Rich Lambert (statistician). For additional information, please contact Dr. Houchins at 404-413-8338 or email@example.com.
Daphne Greenberg leads a team of researchers from the College of Education & Human Development and the College of Arts and Sciences to investigate reading instructional approaches for use with adults who read between a 3.0 and 5.9 word reading grade equivalency. The team is evaluating a number of instructional strategies for effectiveness with a focus on which strategies are most effective for different subtypes of adult learners. Additionally, the researchers are using Functional M.R.I. technology to measure the effects of instruction on adult learners' neural activation. This project is sponsored by the Eunice Kennedy Shriver National Institute of Child Health and Human Development, the National Institute for Literacy, and the U.S. Department of Education, grant #1 R01 HD 43801-01.