Conducting Outreach to Stakeholders
The CUSP has engaged in numerous outreach activities to bring evidence-based practices to school stakeholders, teachers, students, and communities.
School Impact Summits
School Impact Summits were hosted in the following areas to bring evidence-based practices to stakeholders – Houston, San Antonio, Brownsville, Austin areas.
Each Summit conducted in collaboration with Centers at Texas A&M University (e.g., CRDLLA, ELRC, ERC) and the International Dyslexia Association (IDA), focused on strategic themes facing urban and high poverty schools in all areas including foundational literacy, STEM, special education (e.g., Dyslexia), motivation, cultural responsiveness, and affect.
Speakers at these events have all been reviewed by the What Works Clearinghouse and met the highest standards for conducting rigorous research and brought sound evidence-based research practices to the attendees.
- Dr. Carol Connor (University of California – Irvine) – presented Assessment to Instruction – a tool that has received over 40 million dollars in funding and has shown over 95% pass rates among children who are growing up in poverty.
- Dr. Elsa Cardenas-Hagan (University of Houston & IDA) – presented on Dyslexia among Hispanic Spanish Speaking English learners and evidence-based treatment options
- Drs. Beverly Irby and Rafael Lara (Texas A&M University – TAMU) presented on ELLA-V for Bilingual Learners
- Dr. Julie Thompson (TAMU) presented on technology supported literacy practices for non-verbal autistic children
- Dr. Donald Sheffield (The Pennsylvania State University) presented on “Practice Makes Permanent” powerful findings from systematic academic focused after school programs in high minority communities.
- Dr. Karen R. Harris (Arizona State University) presented writing research with special education and high minority classrooms
- Dr. Carolyn Denton (University of Houston) presented powerful strategies to overcome Dyslexia
- Dr. Steve Graham (Arizona State University) presented teacher knowledge about literacy teaching strategies
- Dr. Daphna Oyserman (University of Southern California) presented about Identity-Based Motivation a powerful motivational approach showing strong academic outcomes for learners in Chicago Public Schools
- Dr. Andrea Beerwinkle (TAMU) presented textbook analyses showing why children are misled in instruction
- Mr. Javier Garza (Principal Brownsville ISD) presented 100% pass rates for reading in elementary grade students in high poverty and high minority schools.
Outreach to communities in English and Spanish – KAMU Literacy Minute Segments & Videos to bring evidence-based practices to the general public.
Over 40 segments have been created and aired on the Public Radio Station, kamu.tamu.edu.
Segments Available in English and Spanish
Videos Available in English and Spanish
- Graham, S., Wijekumar, K., Harris, K.R., Lei, P., Fishman, E., Ray, A., & Houston, J. (in press). Writing skills, knowledge, motivation, and strategic behavior predict students’ persuasive writing performance in the context of robust writing instruction. Elementary School Journal.
- Wijekumar, K., Graham, S., Harris, K.R., Lei, P., Barkel, A., Aitken, A., Ray, A., & Houston, J. (in press). The roles of writing knowledge, motivation, strategic behaviors, and skills in predicting elementary students’ persuasive writing from source material. Reading & Writing: An Interdisciplinary Journal.
- Wijekumar, K., Beerwinkle, A., Joshi, R.M. (2019). Etiology of teacher knowledge and instructional skills for literacy at the upper elementary grades, Annals of Dyslexia. 69(1), 5-20, DOI: 10.1007/s11881-018-00170-6
- Wijekumar, Meyer, Lei, Beerwinkle, (in press). Improving Content Area Reading Comprehension with 4th and 5th Grade Struggling Readers with a Web-Based Intelligent Tutoring System, Journal of Learning Disabilities
- Xu, Z., Banerjee, M., Ramirez, G., Zhu, G., & Wijekumar, K. (2018) The effectiveness of educational technology applications on adult English language learners’ writing quality: a meta-analysis, Computer Assisted Language Learning, DOI: 10.1080/09588221.2018.1501069
- Wijekumar, K., Meyer, B.J.F., Lei, P-W, Hernandez, A., August, D. (2018). Effects of web-based text structure instruction for 4-6th grade Spanish Els reading comprehension. Reading and Writing: An Interdisciplinary Journal, 31,9: 1969-1996.
- Beerwinkle, A., Wijekumar, K., Walpole, S. & Aguis, R. (2018). An Analysis of the Ecological Components within a Text Structure Intervention, Reading and Writing: An Interdisciplinary Journal , 31,9: 2041-2064.
- Ji, Xuejuen, Beerwinkle, A. & Wijekumar, K. (2018). Using Latent Transition Model to Identify Effects of an Intelligent Tutoring System on Reading Comprehension, Reading and Writing: An Interdisciplinary Journal, , 31,9: 2095-2113.
- Meyer, B.J.F.,& Wijekumar, K. (2018) Comparative Signaling Words Generated for Expository Texts by 4th – 8th Graders: Variations by Reading Comprehension Levels and Text Structure Strategy Intervention, Reading and Writing: An Interdisciplinary Journal, , 31,9: 1937-1968.
- Wijekumar, K., Meyer, B. J. F., & Lei, P. (2017). Web-based text structure strategy instruction improves seventh graders’ content area reading comprehension. Journal of Educational Psychology, 109(6), 741-760. http://dx.doi.org/10.1037/edu0000168
- Wijekumar, K., Meyer, B.J.F., Lei, P., Xuejun, J., Joshi, R.M. (2017, April 5). Evidence of an Intelligent Tutoring System as a Mindtool to Promote Strategic Memory of Expository Texts and Comprehension with Children in Grades 4 and 5. Journal of Educational Computing Research. DOI: 10.1177/0735633117696909
- Berninger, V. W., & Joshi, R. M. (2016). New directions in preservice and inservice professional development for teaching students with and without specific learning disabilities in middle childhood and early adolescence. In R. Schiff & R. M. Joshi (Eds.). Handbook of intervention in LD Classrooms. (pp. 255-274). Dordrecht, The Netherlands: Springer.
- Joshi, R. M., & Binks-Cantrell, E. (In Press). The Emperor’s New Clothes in the Preparation of Reading Teachers. In P. McCardle, D. Compton, & J. Washington (Eds.). Dyslexia: Revisiting etiology, diagnosis, treatment, and policy. Baltimore, MD: Paul Brookes.