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Our research areas include self-regulation, translating research to practice, and early detection and intervention.
Our Research Areas Include:
Research can provide us with solutions.
Self-regulation
Our model of self-regulation is unique in its scope and application to learning. Our five-component model is leveraged through low-lift strategies and assessed by key indicators adapted to meet the individualized needs of students.
Translating Research to Practice
Research can improve teaching and learning, but only if evidence-based practices find their way to the classroom. We are working on ways to bridge the research to practice gap and improve outcomes for students.
Early Detection and Intervention
Early detection allows us to provide support sooner, before challenges become too great. We are developing a suite of tools designed to detect learning challenges as early as possible – so we can provide young students the instruction they need to be successful.
Measuring Self-Determination
We are measuring our students’ self-determination through use of a tool developed by the American Institutes for Research. Our data demonstrate the reliability of this tool over time and its usefulness in measuring self-determination of students who face learning and attention challenges.
Observing Teacher Instruction
In concert with the Idaho Department of Education, we observe and evaluate delivery of comprehensive decoding instruction using the research-based RESET rubric developed by a team at Lee Pesky Learning Center and Boise State University. As part of this project, we also provide professional development to reading coaches from various school districts.
Every Child Ready to Learn
The Every Child Ready to Learn project seeks to improve early literacy outcomes for children in preschool through third grade. Working in seven districts in Idaho, we are providing professional development and training to teachers to build their capacity to implement evidence-based reading instruction in the classroom.
Early ID Project
Project Early ID is focused on creating a set of early detection tools to reliably identify children at-risk for learning and attention challenges. Our current focus is on developing an online, non-language based phonological processing screening tool.
