The study generated new data by assessing 140 South African primary school children three times from 2019 to 2021.
The primary goal of this project was to learn more about reading disabilities, particularly how they are displayed prior to entry into formal schooling and the emergence of conventional reading skills. Findings from this project were aimed to help early educators develop strategies to help close the gap between young children who benefit from home environments that provide rich language and literacy foundations and those children whose homes lack such beneficial experiences.
This project was funded by the NIH through the P50 Florida Learning Disabilities Research Center. More information about the project can be read in this publication about the project:
Taylor, J., Martinez, K., & Hart, S.A. (2019). The Florida State Twin Registry. Twin Research and Human Genetics, 22(6), 728-730.
Mathematical thinking is in high demand in the global market, but approximately six percent of school-age children across the globe experience math difficulties (Shalev, et al., 2000). The home math environment (HME), which includes all math-related activities, attitudes, beliefs, expectations, and utterances in the home, may be associated with children’s math development.
The Meadows Center for Preventing Educational Risk (MCPER) partnered with the University of Houston, The University of Texas Health Science Center at Houston, Texas A&M University, and Florida State University to improve the reading comprehension of students in grades 7 through 12. The focused program of research of the project, Promoting Adolescents’ Comprehension of Text (PACT), was designed to answer key questions about the role of cognitive processes, motivation, engagement, and components of interventions to improve reading comprehension.
Project KIDS aimed to rigorously combine data from several independent RCTs to explore individual differences in response to intervention, focused on cognitive, behavioral, contextual, and family history correlates of intervention response. The complete project includes data on academic achievement, cognitive development, behavior, context, and family history. 4,035 individual students contributed data to Phase 1, and parents of 442 of these students filled out a parent questionnaire in Phase 2.
This was a longitudinal study that began in 2013 with 1st and 2nd grade children. These children attended school in the SE. Any child whose parents consented were included. Children were tested each fall for the following 3 years except for the first cohort who were not tested after 4th grade. In each of the following 3 years (after 2013) a new cohort of 1st grade children was added.