Reading Education

Research in Reading Education

Commeyras, M., Labbo, L., Middleton, J. Dwight, T., Ryan, T., Edwards, N., Love, M., Waugh, K. T., Fogarty, G., Using Technologies to Develop Literacy in Children Experiencing Difficulty Reading and Writing.

This is a study of the use of supportive technologies to accomplish reading and writing tasks. The goal is to enhance our own and others expertise in helping children learn to read through a series of case studies that will contribute substantively to improving teacher education in reading and writing instruction while providing enhanced and effective instruction to children.

Commeyras, M., Fecho, R. & Bauer, E.: A Research Community for Teacher Educators and K-12 Teachers

A teacher self-study community of nine people funded by The Spencer Foundation's 2001 Research Communication and Mentoring Grant. The second year will bring in three new teacher participants. The grant ends in June 2003.

Labbo, L., & Allen, J. Photographs of Local Knowledge.

This research originally sponsored by a Spencer Foundation Grant examined 15 teachers' use of camera to foster a home-school connection.

Labbo, L. Longitudinal Ethnography Research in Kindergarten Classroom.

This research explored the role of computers in supporting young children's traditional and digital literacy development.

Labbo, L., Kinzer, C., & Leu. D. Enhancing Beginning Reading Instruction with Technology.

This research sponsored by an IERI Grant ($ 5.5 million dollars) explores the nature and effectiveness of digital anchor cases of effective literacy instruction in preparing preservice teachers to positively impact children's reading achievement/development in K-3.

Bauman, J., Edward, E., Font, J., & Boland, E. Teaching Morphemic and Contextual Analysis: Experiments in Fifth-Grade Classrooms.

This research is supported by the Field Initiated Studies program within the U.S. Department of Education's Office of Educational Research and Improvement. It involves experiments exploring the effectiveness of teaching morphemic and contextual analysis to promote students' ability to infer the meaning of new vocabulary.