Completed Grants: Selected

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Developing Language and Literacy Laboratory

Completed Federal Grants

Tools of the Mind: Promoting ELLs’ Language, Self-Regulation & School-Readiness 

Funded by: National Institute of Child Health and Human Development, National Institutes of Health (U01HD060296)
Role: Principal Investigator

The purpose of this grant was to investigate the efficacy of the curriculum of Tools of Mind, a school readiness curriculum, when implemented in classrooms that served dual language learners.

Risk Factors and Services for Language Delays in Early Childhood: Population-Based Estimates

Funded by: Institute of Education Sciences, U.S. Department of Education (R324A120046)
Role: Co-Principal Investigator (PI: Morgan – Penn State University)

This project rigorously estimated the extent to which children’s learning of vocabulary prior to school entry (i.e., as toddlers and preschoolers) contributes to their academic and behavioral readiness in kindergarten. It also identified potentially malleable factors (e.g., parenting practices, high quality child care, intervention services) that moderatee the relationship between children’s oral vocabulary knowledge and their school readiness.

Center for Early Care and Education Research: Dual Language Learners 

Funded by: Administration for Children and Families (90YR0041)
Role: Co-Principal Investigator (PI: Castro – University of North Carolina)

http://cecerdll.fpg.unc.edu/

The purpose of CECER: DLL was to “advance the capacity of the research field to address the challenges associated with conducting valid and sound research with the DLL population as well as identifying under-examined issues in the study of young DLLs and their families.”

Assessing Bilingual Phonological Development in Young Children 

Funded by: National Institute of Child Health & Human Development, National Institutes of Health (R01-HD051542)
Role: Principal Investigator

The purpose of this project was to develop an assessment of the phonological skills of Spanish-English DLLs from 3 ½ to 6 years of age.  The assessment, Bilingual Assessment of Phonological Abilities (BIPA), was designed for use by speech-language pathologists.  

Promoting the Emergent Literacy Development of English Language Learners: A Culturally Informed Approach 

Funded by: Administration for Children and Families, Department of Health and Human Services (90YF0065)
Role: Principal Investigator

Through this project, a culturally-informed book reading intervention was developed for Latina mothers and their children who are DLLs.  This intervention show promise for increasing DLLs language abilities.  

Bilingual Preschoolers: Precursors to Literacy  

Funded by: National Institute of Child Health & Human Development, National Institutes of Health & Institute of Education Sciences, U.S. Department of Education (R01-HD39496)
Role: Principal Investigator

The goal of this project was to study the trajectories of DLLs’ language and literacy development during two years in Head Start through second grade and to identify home and school factors that impacted children’s development.