Area:
Methodology, reading
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High-probability grants
According to our matching algorithm, Yaacov Petscher is the likely recipient of the following grants.
| Years |
Recipients |
Code |
Title / Keywords |
Matching
score |
| 2012 — 2016 |
Petscher, Yaacov M |
P50Activity Code Description:
To support any part of the full range of research and development from very basic to clinical; may involve ancillary supportive activities such as protracted patient care necessary to the primary research or R&D effort. The spectrum of activities comprises a multidisciplinary attack on a specific disease entity or biomedical problem area. These grants differ from program project grants in that they are usually developed in response to an announcement of the programmatic needs of an Institute or Division and subsequently receive continuous attention from its staff. Centers may also serve as regional or national resources for special research purposes. |
Archive Data Core @ Florida State University
The overall Program Project proposes to make the archive data stored at the Florida Center for Reading Research (FCRR-DW) available to the Principal Investigators for the projects. The specific objectives of Core D are to (a) query student, classroom, school, and district level data for Principal Investigators, and (b) ensure the accuracy and confidentiality of the archive data. All investigators from the projects will be able to meet with the Project Director to discuss the research questions and determine the extent to which the data available in the FCRR-DW will meet their needs.
|
0.958 |
| 2017 — 2019 |
Kim, Young-Suk Grace [⬀]
Buschkuehl, Martin
Petscher, Yaacov |
N/AActivity Code Description:
No activity code was retrieved: click on the grant title for more information |
Improving Vocabulary Learning Through Working Memory Training: Examination of Causal Effects and Learning Trajectories @ University of California-Irvine
One of the biggest challenges in education is promoting oral language development. In particular, vocabulary learning is key for the development of higher-order oral language and literacy skills. New insights from theory and evidence-based approaches will help children build this foundational skill which in turn will ensure success in school. To this end, researchers will examine the extent to which vocabulary learning is influenced by a cognitive factor (i.e., working memory) and an environmental factor (i.e., input frequency and quality). The two primary goals are to develop and examine the feasibility of implementing working memory training for young children, and to develop working memory training on vocabulary learning, with the potential of mitigating effects of impoverished input often associated with children from low socio-economic (SES) backgrounds.
This project focuses on the causal role of cognition (i.e., working memory) in vocabulary learning for young children. In the first year, the researchers will develop several child-friendly and engaging working memory training modules to examine whether working memory training improves vocabulary learning in general, as well as working memory for children from low SES backgrounds. In the second year, the training modules will be implemented in a small-scale pilot trial where children are randomly assigned to four conditions: (1) working memory training; (2) vocabulary training; (3) combined training on working memory and vocabulary; and (4) business-as-usual control. The findings are expected to provide proof-of-concept for development of a causal model of working memory in vocabulary learning, which can inform the development and design of interventions to improve vocabulary learning.
|
0.948 |