ILA Teacher as Researcher Grant
This US$5,000 grant supports teachers who undertake action research inquiries about literacy and instruction in their classroom. The study project may be carried out using any research method or approach so long as the focus is on reading/writing or literacy. Activities such as developing new programs or instructional materials are not eligible for funding unless these activities are necessary for conducting the research. Applicants must be ILA members.
Deadline: January 15
Submissions will open in August.
Deborah Rude, Bethany Silva, and Linda Iannetta
Research to Practice: Implementing Evidence-Based Close Reading and Writing Strategies
Sandra Athans and Denise Devine
Redefining Balanced Literacy: Examining How to Meet Grade-Level Expectations Using Whole-Class Close Reading, Differentiated Groups, and Centers
Marie Wright and Jenifer Rohrberger
Hearing Loss and Literature Connections: Comprehension Strategies to Aid Students With Hearing Loss in Forming Connections, Vocabulary, Writing
Bilingual Bridges: Integrating a Second Language With CCSS ELA Standards in the Primary Grades
How Does Integrated Science Literacy Instruction Impact Student Success in Problem-Based Learning?
Rachael Cooper and Jodene Morrell
Using Multicultural Literature to Increase and Improve Diverse Urban Third Graders' Socioemotional Wellness, Cultural Awareness, and Writing
Pedagogy, Technology, and Creativity: Fostering Student Achievement in Senior English
Teachers' Approaches to Intervention Planning for Struggling Readers Using an RTI Framework
Through Their Eyes: Israeli-Arab Students Speak Up Through Participatory Documentary Photography Projects
Young Adult Literature as a Bridge to the Canon
Claudia Fimpel and Shaun Eyre
The Journey of a Paradigm Shift From Monolingual to Bilingual: Transferability of Literacy in Dual Language Programs
Increasing English Language Learner Dialogue: Using Literature Circles to Build Comprehension and Higher Order Thinking
Leveling the Playing Field: Effects of Building Background Knowledge on Comprehension of Informational Texts for Students With Limited Prior Knowledge
Digital Natives, Libraries: Using eReaders & eBooks to Create Relevance for 21st Century Learners
Implementing Common Core Thematic Units to Increase Instructional Rigor in the Kindergarten Classroom
For additional information, contact firstname.lastname@example.org.