Shayne B. Piasta is a professor of Literacies, Literature, and Learning in the Department of Teaching and Learning at The Ohio State University. She also is a faculty associate with the College of Education and Human Ecology's Crane Center for Early Childhood Research and Policy. Her research focuses on early literacy development and how it is best supported during preschool and elementary years. Her work emphasizes the use of rigorous empirical methods to identify and validate educational programs and practices, such as experimental evaluation of specific curricula and professional development opportunities. She also identifies teacher, classroom and other factors associated with children’s literacy gains.
Contributions
This dataset includes classroom-level information collected from the classroom teachers of participating Grade 1 students through the LK!2 Fall and Spring Educator Surveys. The surveys were administered in schools at the beginning and end of the school year across project sites.
This dataset includes interventionist-level information collected via an Interventionist Survey. The data describe the demographic, educational, and professional backgrounds of individuals who delivered the intervention across research sites.
This dataset includes school-level information for participating elementary schools and is identified using a unique school ID to support linkage with classroom-, teacher-, and student-level datasets.
This dataset includes small-group–level implementation data for instructional groups participating in the intervention. Each record represents one small instructional group and is identified using a unique small group ID, with linkage to the delivering interventionist ID.
This file contains all child-level measures across all timepoints (screening, pre-test, post-test, follow-ups in one and two years- edit this later), demographic variables, state grade 3 ELA assessment data, and intervention attendance-related data.
The goal of this project is to stimulate language and comprehension skills in Grade 1 children at risk for reading comprehension difficulties by testing the efficacy of a modified, small-group, version of the Let’s Know! intervention.
