Literacy

Findings from the Ready to Learn Summative Evaluation

Tue, 03/01/2016

Author(s): 

This website features a wide range of reports from EDC's and our partner SRI's 10 years of conducting a summative evaluation of Ready to Learn, a public media initiative supported by the U.S. Department of Education. This research has significantly advanced knowledge of the role that "transmedia" resources—video, online games, tablet-based apps, and print activities—can play in enhancing the early learning and school readiness of young children, particularly children from low-income families. A few of the reports that are available on this site include:

Supporting school readiness of young children from low-income families

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Guiding Curriculum Decisions for Middle-Grades Language Arts

Sun, 12/30/2001

Author(s): 

Margaret Russell Ciardi, Ilene Kantrov, Lynn Goldsmith, with Anne Shure

The authors present a framework for decision-making, provide an overview of the curriculum decision-making process, and offer detailed information on a variety of language arts curricula and curriculum resources. They pose a set of critical questions for curriculum decision-making that corresponds to a framework focused on three priorities: academic rigor, equity, and developmental appropriateness.

Cover of Book

Length: 

120 pp.

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Supported Literacy for Adolescents: Transforming Teaching and Content Learning for the 21st Century

Mon, 07/07/2008

Author(s): 

Catherine Cobb Morocco, Cynthia Mata Aguilar, Carol J. Bershad

Written by nationally recognized experts from EDC, this book offers a proven method for developing high-level literacy skills in under-performing secondary students. Introducing the ‘Supported Literacy’ framework, a model extensively pilot tested in both urban and rural schools, the book provides detailed guidance in planning and conducting standards-based lessons and includes extensive case examples from science, social studies, language arts, and special education classrooms.

Book cover

Length: 

224 pp.

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The Essentials of Science and Literacy: A Guide for Teachers

Sat, 08/01/2009

Author(s): 

Karen Worth, Jeff Winokur, Sally Crissman, Martha Heller-Winokur, Martha Davis

This highly readable and insightful book lays out the natural fit between inquiry science and balanced literacy instruction. It contains three straightforward sections: (a) Essentials, from the nature of scientific inquiry to the importance of teacher questions; (b) Talk, from creating a culture of talk to gathering ideas and making meaning; and (c) Writing, from the anatomy of a science notebook to their implementation and to writing beyond the notebook.

Cover

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Portable Wordplay Final Report

Thu, 03/01/2012

Author(s): 

Cornelia Brunner, Katherine McMillan Culp, Jay Bachhuber, Jeffrey Nelson, John Parris, Andrea Rizzo

This report presents findings from the conceptualization, design, development, and field-testing of Portable Wordplay, two digital games and related curricular materials for middle grade classrooms. The games and materials were designed to support the growth of students’ knowledge of multiple meaning, high frequency academic vocabulary.

students playing game

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10 pp.

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Descriptors (Bodies of Work): 

Naomi Hupert

Email Naomi Hupert

Descriptors (Bodies of Work): 

Photo: 

First name: 

Naomi

Last name: 

Hupert

Bio: 

Naomi Hupert leads initiatives that seek to close opportunity gaps for students who struggle to meet grade-level academic benchmarks and to identify supports required to provide all students with engaging and challenging academic instruction. Her research and development (R&D) and program evaluation work has a special focus on the use of technology to support teachers and students (read Hupert’s blog post on universal design for learning).

Hupert is a co-Principal Investigator of EDC's long-term investigation of the influence of the Ready To Learn initiative on the early learning and school readiness of young children in high-need communities. In this capacity, she has co-led a series of studies, including a randomized controlled trial study that measured the benefits to children from low-income families of a media-rich early math curriculum supplement. In an earlier phase of this work, she was the project director of Ready To Learn research that focused on literacy and is included in the What Works Clearinghouse. In 2016, she contributed to three widely-distributed publications that shared findings from her Ready To Learn research: the report Reflections on the Ready to Learn Initiative 2010 to 2015; an article in Journal of Children and Media (Dramatic Change, Persistent Challenges: A Five-Year View of Children's Educational Media as Resources for Equity); and the EDC white paper Early STEM Learning and the Roles of Technologies.

Over the years, Hupert has led a wide variety of formative and summative evaluations that have guided program designers in improving delivery and content to enhance children’s and youth’s learning. She has examined the impact of Sesame Workshop’s programming on children and teachers in early learning settings, and has worked to evaluate Lawrence Hall of Science's development of multimedia educative curriculum materials (MECMs) to support middle school science teachers in teaching scientific argumentation. Recently, she concluded a small classroom implementation study of StarWalk Writer, a cloud-based platform that creates a collaborative environment for upper elementary and middle school reading, writing, and research. For seven years, she led formative and summative evaluations of New Mexico’s K–3 Reading First program implementation.

Previously, Hupert served as the literacy content developer for the PowerUp What Works professional development resource developed by EDC, AIR and CAST. Her findings appear in periodicals such as Early Childhood Research Quarterly (“Supplementing Literacy Instruction with a Media-Rich Intervention: Results of a Randomized Controlled Trial”), Journal of Computing in Teacher Education, and Journal of Research on Technology in Education. She is the lead author of the chapters “Using Technology-Assisted Progress Monitoring to Drive Improved Student Outcomes” and “Results in the Palms of Their Hands: Using Handheld Computers for Data-Driven Decision Making in the Classroom, and has co-authored numerous reports (Five States’ Efforts to Improve Adolescent Literacy).

Hupert regularly presents her findings at the annual conferences of such organizations as Games+Learning+Society (GLS), National Association for the Education of Young Children, National Head Start Association, International Society for Technology in Education, American Educational Research Association, Association for Mathematics Teacher Educators, Society for Information Technology and Teacher Education, and Society for Research on Educational Effectiveness. She has served as a proposal reviewer for the American Educational Research Association and the National Reading Conference.

Hupert holds a BA in American and British Literature from Scripps College and an MS in Education, with a specialization in literacy and language-related learning disabilities, from Bank Street College of Education.

Staff: 

Non-Staff Profile

Job title: 

Research Scientist

Program: 

Center for Children and Technology

Mailing Address: 

96 Morton Street, 7th Floor
New York, NY 10014

Telephone: 

707-829-8532

Supplementing Literacy Instruction with a Media-Rich Intervention: Results of a Randomized Controlled Trial

Thu, 01/05/2012

Author(s): 

William R. Penuel, Lauren Bates, Lawrence P. Gallagher, Shelley Pasnik, Carlin Llorente, Eve Townsend, Naomi Hupert, Ximena Domínguez, Mieke Vander Borght

EDC's Lauren Bates, Shelley Pasnik, Eve Townsend, and Naomi Hupert coauthored an article published by the Early Childhood Research Quarterly. “Supplementing Literacy Instruction with a Media-rich Intervention" reports the evaluation of a media-rich curriculum supplement that featured content from three PBS children’s educational television programs and found significant impacts on children's letter recognition, recognition of letter sounds, and concepts of story and print.

ECRQ Cover

Descriptors (Bodies of Work): 

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Louisa Anastasopoulos

Email Louisa Anastasopoulos

Descriptors (Bodies of Work): 

Photo: 

Louisa Anastasopoulos

First name: 

Louisa

Last name: 

Anastasopoulos

Bio: 

Louisa Anastasopoulos has expertise in research and evaluation project management across grade levels and content areas, including the development of data quality control systems, quantitative, qualitative, and mixed-methods analysis, and formative feedback. She has extensive knowledge of early language and literacy development and early childhood programs.

Currently, Anastasopoulos is part of a team evaluating the Nellie Mae Education Foundation’s District Level Systems Change Initiative, which is focused on student-centered learning in a number of high schools throughout New England. In addition to qualitative and quantitative analysis, she also contributes to the development of observation and interview protocols and data management systems, and conducts site visits, focus groups and interviews.

Recently, Anastasopoulos examined how the use of a curriculum is related to changes in instructional practice. In addition to collaborating on the development and refinement of observation and survey instruments, the project employed mixed-methods analyses to capture and explain variation in instruction in classrooms.  She was also part of two teams that conducted formative and summative evaluations of Early Reading First programs in Worcester and Springfield, Massachusetts. In addition, she was a senior analyst for an early childhood research project using secondary data provided by the state of Ohio.

As Associate Project Director for a research project for the Office of Educational Research and Improvement, U.S. Department of Education, she compared the effects of a literacy intervention using traditional and distance learning methods. She was the Research Coordinator for the New England Quality Research Center for Head Start (NEQRC), one of four national centers designed to examine the impact of classroom quality on child outcomes.

Anastasopoulos is coauthor of the Early Language and Literacy Classroom Observation (ELLCO) Pre-K Tool and User’s Guide, published by Brookes Publishing Co., which are used by early childhood programs and researchers to look at the classroom environment and levels of support for children’s language and emerging literacy development. She co-developed and is lead instructor for the ELLCO Pre-K Training of Trainers Institute.

She received her BA from Colby College and master's degree in public policy with a focus on education from the Georgetown Public Policy Institute. She is proficient in Spanish and fluent in Greek.

Staff: 

Non-Staff Profile

Job title: 

Senior Research Associate

Program: 

Early Learning and Development

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2117

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