In The Schools
Longitudinal projects founded by
CLIMB
Capturing Language IMmersion Benefits
[NCER: 07/01/2019 – 06/30/2023;12/31/2025; R305A190452]
Funded by the Institute of Education Sciences (IES), this three-year longitudinal study focused on Grades K–5, examining executive function (EF) skills, language, and key reading comprehension components like inferencing. Given that research has consistently reported that motivation and engagement directly and indirectly affect reading performance, we also investigated these constructs across both languages.
Bilingualism involves more than learning to speak and read a second language; it fosters social, cultural, cognitive, and emotional skills as the mind adapts to navigating multiple languages. Project CLIMB (Capturing Language IMmersion Benefits) explored how Spanish immersion school settings impact children’s cognitive, socio-cognitive, and reading outcomes in English and Spanish. Immersion settings offer a unique opportunity to understand how bilingualism strengthens EF skills—a trend well-supported in research—and how these skills drive cross-linguistic literacy.
LEARN
Language, Executive Skills, And Reading eNgagment
[NCER: 7/1/2016-6/30/2020; R305A160280]
Project LEARN was a partnership between the University of Maryland, College Park (UMD) and Anne Arundel County Public Schools (AACPS). Funded by the Institute of Education Sciences (IES), this three-year longitudinal study examined the skills contributing to reading comprehension and how they differ between English Learners (ELs) and English Monolingual students (EMs) in Grades 1–4. Specifically, the project explored whether ELs’ comprehension depends primarily on standard language skills (like vocabulary and inferencing) or on motivation and executive function (EF) to identify target areas for intervention. To evaluate these relationships, researchers assessed approximately 900 students each fall and spring across three academic years.
USHER
United States History for Engaged Reading
[NCER: 7/1/2010-6/30/2014; R305A120814//R305A100297]
In collaboration with middle school language arts and social studies teachers (Grades 6–7), we developed the United States History for Engaged Reading (USHER) curriculum (2010–2015). Funded by the Institute of Education Sciences (IES) and grounded in the reading engagement model (Guthrie & Wigfield, 2000), USHER aimed to address gaps in adolescent literacy research within social studies and inform curricular adaptations for English Learners (ELs). The curriculum integrated cognitive and motivational principles to foster reading comprehension, motivation, and academic vocabulary among English Monolingual students and ELs. Key lessons, principles, and practices from USHER were later published in Dr. Taboada Barber’s book, Reading to Learn for ELs (Heinemann).