Article co-authored by Simmons Researcher honored with Editor’s Choice in The Journal of Educational Psychology

Dr. Stephanie Al Otaiba, the Patsy and Ray Caldwell Centennial Chair in Simmons Teaching and Learning, has co-authored an article published in The Journal of Educational Psychology that was selected as the Editor’s Choice. According to the Journal, the article titled: The relations of kindergarten early literacy skill trajectories on common progress monitoring measures to subsequent word reading skills for students at risk for reading difficulties, was chosen for this honor  for “reflecting science that is incredibly important, impactful, and deserves additional visibility for the whole field.”

The study, published in the Journal of Educational Psychology (Clemens et al., 2023), addressed the need for reliable and efficient assessment data to inform early and preventative literacy interventions for students at risk of developing reading disabilities. Researchers asked two primary questions: Does growth on certain brief curriculum-based measures predict word reading skills at the end of kindergarten and first grade and which measures are better at predicting which students would have weak word reading skill profiles at the end of first grade?

According to Al Otaiba, “We learned that in fall of kindergarten it was important to monitor letter sound fluency (LSF), or the number of sounds that students name correctly in a minute. During this instructional period, LSF growth was best able to predict students who later struggled to read. However, by spring of kindergarten, as instruction starts to focus on reading words and texts, it was important to monitor word reading fluency (WRF), or the number of words read correctly.”  WRF includes short words (2-6 letters); some that are decodable and some that are irregular. Al Otaiba says she and her collaborators hope educators will take away from the study the importance of identifying problems earlier. “Instead of waiting to identify students formally as having dyslexia or a reading disability, typically at grade 3, kindergarten is an important time when schools and teachers can use reliable data from brief curriculum-based measures (LSF and WRF) across the year to adjust instruction and provide more intensive support and resources to prevent word reading difficulties.”  She says schools can also use this growth data to confirm their literacy programs are helping most students develop reading skills. By contrast, data for those few students with limited growth despite good instruction (i.e., those who have not responded as well) could be part of a comprehensive evaluation to determine whether students need special education. In other words, the data can be used to ensure children don’t have to wait to fail before supporting their instructional needs.

The article stems from federally funded research in which Al Otaiba served as Co-Principal Investigator with Dr. Nathan Clemens, who was the Principal Investigator. This was a 1.6-million-dollar measurement grant from the Institute of Educational Sciences at U.S. Department of Education titled:(R324A130214) Investigating the Technical Adequacy of Progress Monitoring Measures for Kindergarten Students At-Risk for Reading Disabilities.

The purpose of this grant  was to learn more about early assessments of risk for reading difficulties. The grant period was 2013-2017 during which Al Otaiba says she and her SMU Simmons team collaborated closely with Dr. Clemens and his team, first at Texas A&M and later at the University of Texas at Austin. The teams continue to publish several articles and present findings from the study.

The article on the study findings published in the November 2023 issue of  the Journal of Educational Psychology  was co-authored by Al Otaiba, Clemens, Kejin Lee, Ziao Liu, Alexis Boucher, and Leslie Simmons and can be found at https://psycnet.apa.org/fulltext/2024-12677-001.html?fbclid=IwAR31XYj2bbLRzLdrR5RGtoTiIPdXcMr_FcYuBEpbAUjY1UNxviUZmQiMZvY

 

SMU Center on Research and Evaluation (CORE) at the Simmons School of Education & Human Development chosen to take part in study funded by the LEGO Foundation

DALLAS (SMU) – SMU Simmons’ Center on Research and Evaluation (CORE) will join Temple University in conducting a “Learning through Play” national study. The LEGO Foundation has awarded a $19.98 million grant to fund the longitudinal study. SMU’s Center on Research and Evaluation (CORE) at Simmons will be the Dallas site lead for the national study and will receive $2.8 million over 5 years to conduct the work locally.

In partnership with Dallas Independent School District, a one-year pilot study is being implemented with Pre-K through 1st graders. CORE Executive Director, Dr. Annie Wright will serve as the Principal Investigator, with CORE Assistant Director Dylan Farmer and Dr. Toni Harrison-Kelly, Executive Director at the SMU Budd Center, serving as Co-PIs. The researchers will study how creating active, engaged, socially interactive classrooms can bring about deeper learning and joyful teaching.

A pilot study will take place in the 2023-2024 academic year with the full study beginning in the 2024-2025 school year. According to Wright, SMU CORE will coordinate all research activities for the project and will consult the national team on school partnerships, parent engagement and community engagement. “We are honored to be selected to be part of this important work; we believe it will strengthen our research-practice partnerships with Dallas ISD.” The study will hire a local research coordinator as well as coaches to work with the national Active Playful Learning team.

Leon Simmons Endowed Dean Stephanie Knight says, “SMU CORE’s involvement in this study speaks to the caliber of work being done by Annie Wright and her staff. Their reputation in education research and evaluation is well-earned. I know they will add valuable data to this equation that could ultimately lead to a way to re-imagine education in and out of the classroom.”

Wright adds, “Partnership projects like APL do not emerge overnight. The collaborative work with Dallas ISD to implement APL coaching stems from other ongoing collaborations, including the West Dallas STEM School, CORE’s long-term partnership with Dallas ISD’s Early Learning Department to observe classrooms using the CLASS™ tool for coaching and observation, and the Consortium on Educational Research and Improvement (CERI) between SMU and Dallas ISD have all laid important groundwork.”

The project is led by Temple University Professor Kathy Hirsh-Pasek who is a New York Times Bestselling author on Early Childhood Education. Six other universities from around the country including University of California Irvine and University of Virginia, will join SMU Simmons in conducting the study. SMU Simmons is the #1 ranked private graduate school of education in the southwest and in the top 50 among public and private graduate schools of education in the 2023-2024 U.S. News & World Report rankings.

 

Allor Presents Expertise in Dallas Morning News Article on Language Development

The Dallas Morning News called on University Distinguished Professor Jill Allor to comment on Dallas ISD plans to help parents prepare their prekindergarteners for school. Allor, a top researcher in literacy acquisition for students with and without disabilities, explained that oral language development for infants through three-year-olds is a crucial pre-reading skill.  Read more.

KRLD Radio Interviews Les Black on Impact of COVID in Holding Back Students

On KRLD Radio, Clinical Professor Les Black, Department of Education Policy and Leadership, talked about COVID’s impact on parents and taking steps to hold children back. Professor Black’s specialty is education policy and law.

He said holding back students would not be advisable, but ultimately it would be up to the parents. In most cases, parents and school administrators work together to determine what would be best for the student. The new Texas law, HB4545, which allows for accelerated instruction, would be important to consider. To hear his interview, click here.

Bridging the COVID Learning Gaps: DMN Shows How Quick Testing Methods Used by Simmons Can Help

 

Kindergarten teacher Michelle Davis gives a fist bump to Angelique Luciano, 6, after administering a quick literacy diagnostic test to her at F.P. Caillet Elementary in Dallas on Wednesday, May 5, 2021. These bimonthly, quick diagnostic assessments give her the info she needs to plot out how to get her students on track amid the pandemic. (Lynda M. González/The Dallas Morning News)(Lynda M. González / Staff Photographer)

The Dallas Morning News gives a thorough look at how a teacher can administer quick literacy tests to assess how students are progressing, as they build up their knowledge after staying at home during the pandemic.

Featured is Kindergarten teacher Michelle Davis, who is getting a graduate degree in education from the Simmons School. One of her professors, Diane Gifford, Ph.D., explains why this approach is effective in getting students up to speed. For a full version of the story, read more.

SMU’s Moody School of Graduate Studies Awards Dissertation Fellowship to Simmons’ Mellado De La Cruz

Veronica Mellado De La Cruz, Ph.D. student, Simmons School of Education and Human Development

Veronica Mellado De La Cruz, a Ph.D. student in Simmons, has been awarded a 2020-21 Moody Dissertation Fellowship from the Moody School of Graduate and Advanced Studies. Her award of $30,000 will help her research her dissertation topic that focuses on early reading assessments in English and Spanish for emerging bilingual students. She is one of four Moody Dissertation Fellows this year.

Her proposed work is an extension of a larger, and now complete, Institute of Education Science-funded project exploring brief, published tests for effectively measuring kindergartners’ early literacy growth and efficiently predicting reading difficulties (PI Nathan Clemens; Co-PI Stephanie Al Otaiba).

“When I joined the project and as my training in the Ph.D. program progressed, I began to formulate questions about whether scores on first language early literacy skills might be helpful to educators who use these data for instructional decisions,” she says.

Professor Stephanie Al Otaiba, dissertation advisor, says Mellado De La Cruz  has had extensive training experiences at SMU through a doctoral training grant, the National Center for Leadership on Intensive Intervention, and workshops on learning different analytic methods. “She has already authored and co-authored several publications in peer-reviewed journals, and has made presentations at national conferences,” she says. “Veronica is likely to go on to have a position in educational research for the vulnerable population of students with intensive intervention needs.”

Mellado De La Cruz received her B.A. in Psychology from SMU in 2007, and says that years later when she developed an interest in education research, she reached out to Simmons faculty. Her contact with them lead her to apply for the doctoral program.”I am a Pony through and through!,” she adds.

 

 

 

How to Help Young Readers

To help parents reinforce their children’s early reading, Professor Jill Allor in Simmons’ Department of Teaching and Learning offers video guides, based on her research on beginning and struggling readers, including those with disabilities. In the segment below, watch how Clinical Assistant Professor Miriam Ortiz, reads with her six year-old child, Gabriel.

 

Professor Allor shows how to choose books that children can read out loud to their parents, and learn words they need to know. As an example, she uses the same book seen above in Miriam Ortiz’s video from the Friends on the Block book series

For sample e-books from Professor Allor, click here.

 

 

In the next segment, Dr. Miriam Ortiz and her four year-old son, Daniel, read a level one book, Sam’s Lunch.

 

Dr. Allor explains how to help your reader, especially if your child stumbles on a word or has a disability. She recommends following four steps, “I, We, You and Repeat,” which she explains in this video:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Luft Baker Publishes Research on Dallas Morning News Workshops for Parents on Early Childhood and Social Media Dissemination

Associate Professor Doris Luft Baker collaborated with The Dallas Morning News on workshops to inform a group of Spanish-speaking parents about early childhood development and learn to disseminate the information on social media.

Luft Baker studied the groups over the duration of the workshops and concludes the mothers who attended the workshops significantly increased their early childhood knowledge, and children whose mothers attended the workshops significantly increased their Spanish expressive vocabulary.

However, Luft Baker did not find significant effects of the workshops on parental technology knowledge and literacy knowledge. Her article is featured in the Bilingual Research Journal.

 

 

 

Center on Research and Evaluation Receives Award for Advancing Early Childhood Outcomes

Child Care Associates (CCA), a significant Fort Worth nonprofit supporting the development of children from zero to five years of age, honored Simmons’ Center on Research and Evaluation (CORE) at its second annual luncheon, October 16.

CORE received the North Texas Early Childhood Leadership Award for improving children’s educational outcomes by helping establish research-based quality standards in classrooms, and by measuring outcomes accurately. CORE also was cited for engaging fully with its partners.

“Early education is a bright spot for education for those investing in education and innovation,” says CCA’s CEO Kara Waddell. “CCA created the award in 2018 to spotlight individuals and organizations who go above and beyond in advancing outcomes for young children.”

The early childhood organization also recognized philanthropist Happy Baggett, who has raised the visibility of early education as a key economic development factor in place-based planning.

 

 

Ketterlin Geller Joins NSF-Funded Committee to Broaden Participation in STEM

Professor Leanne Ketterlin Geller, Texas Instruments Endowed Chair in Education and director of Research in Mathematics Education, has been tapped to participate in CADRE, a National Science Foudation funded steering committee to broaden participation in preK- 12 STEM education.

Part of her contribution includes co-writing briefs based on NSF supported research that underscores steps educators can take to improve STEM.

She is featured in a video about this work, produced by CADRE K-12.