The Center for Literacy publishes a variety of technical reports, executive summaries, and projects related to research in literacy education. This page includes current and past projects, as well as examples of research projects from students in UALR Reading programs.

Completed Projects
Student Technical Reports
Student Research Projects

Completed Projects



  • Behrend, J. (2001). The development of phonological awareness in Reading Recovery students.
  • Bridges, J. (1997). The power of integrating reading and writing instruction for first grade students in the movement toward self-regulation.
  • Busbea, P. (2001). A study of the effects of ELLA professional development on changes in kindergarten teachers’ instructional practices and student outcomes.
  • Calvert, K. (2003). Factors influencing writing progression in an emergent writer: A three-year study of writing development.
  • Campbell, G. (2007). An examination of self-regulation in the literacy behaviors of early readers.
  • Copes, S. (2002). A three-year study of writing progress in Arkansas schools: The influence of writers’ workshop on writing development.
  • Constantini, R. (2008). The influence of professional learning communities of teachers’ levels of self-reflection.
  • Cox, S. (2001). Twinkling stars: Reading Recovery teacher leaders-in-training reflect on their training year.
  • Curole, W. (2000). A case study on the influence of Reading Recovery on a child labeled as learning disabled.
  • Dayer, G. (2006). A study of contingent scaffolding and higher order thinking skills.
  • Dodson, M. (2002). An examination of reading level benchmarks and standardized reading assessments.
  • Fullilove, B. (1995). Teacher perceptions in teaching reading: Changes in teachers’ theories across two early intervention programs.
  • Giardiana, R. (1996). Vygotskian perspective on book introductions: Strategic reading behaviors in Reading Recovery students.
  • Harrison, L. (2002). A study of the complimentary effects of Reading Recovery and small group literacy instruction.
  • Head, B. (2008). Narrowing the achievement gap for first graders in a high poverty school: An examination of the influence of the PCL model on student achievement.
  • Holman, L. (2010). A study of the effects of an intervention coach on the implementation of writers’ workshop in a first grade classroom.
  • Jacobi, W. (1996). Early literacy group instruction as an early intervention program.
  • James, K. (2005). A study of the complimentary effects of Reading Recovery and small group instruction on the literacy achievement of struggling first grade readers.
  • Jamison, G. (2008). A follow-up study of second and third grade Reading Recovery students on Arkansas state assessments.
  • Jorgenson, L. (2002). A study of the relationship between oral language and reading achievement in english native speaking students.
  • Keogh, R. (2000). The reciprocal effects of reading and writing: The literacy performance of low-achieving students in a tutorial program.
  • Kimbrell, J. (2010). A study of the model of mastery as a theoretical framework for coaching teachers in implementing writing workshop.
  • Lambeth, D. (2008). The effects of school culture on self-efficacy and teacher retention in high poverty schools.
  • Lower, C. (2007). A longitudinal study of the Partnerships in Comprehensive Literacy model on student achievement and teacher change in the Dearborn, Michigan school district.
  • Martin, F. (2010). The effects of strategic prompting: A study examining ways that teachers use language as an instructional tool.
  • Paige, G. (2003). Effects of Reading Recovery and early literacy programs to teach strategies to struggling first grade readers.
  • Perry, S. (2004). A quasi-experimental single subject case study of a Reading Recovery child’s change over time in orthographic knowledge with relationship to journal writing and making and breaking.
  • Perryman, D. (2000). The acquisition of high frequency word knowledge on a Reading Recovery child’s program.
  • Pike, T. (2008). A Correlational Study of Standardized Test for the Assessment of Reading (STAR) with the Tennessee Comprehensive Assessment Program (TCAP) on Third Grade Reading/Language Arts.
  • Platt, R. (2007). The effects of layered interventions on the writing acceleration of struggling first grade writers.
  • Presley, D. (2007). The effects of contextual conditions of the development on self-reflective teachers.
  • Rasnic, D. (2000). An analysis of the literacy behaviors of at-risk children after kindergarten instruction.
  • Rennick, L. (1996). The relationship between reading and writing achievement of Reading Recovery students.
  • Richardson, T. (2003). Changes over time in theory and teaching practices: A Case Study of the Journey of Change in One School.
  • Rook, R. (2008). The study of an interactive approach to word study versus a traditional spelling approach.
  • Skinner, D. (2007). Teaching in a high poverty school: A seven-year study of factors that influence continuous school improvement.
  • Starks, C. (2001). Phonological measures and text reading: A comparison of discontinued Reading Recovery students and non-Reading Recovery students.
  • Stuck, K. (2008). The effects of timed reading practices on reading gains and comprehension levels of third grade readers.
  • Wagner, E. (2007). A study of the relationship between systematic word work instruction and the development of emergent literacy behaviors in kindergarten learners.
  • Whitner, T. (2000). A case study of the sustained effects of Reading Recovery on four students across seven years.
  • Williams, D. (1999). A comparison study of the comprehension levels of Reading Recovery and non-Reading Recovery students on the Gates-MacGinite reading test.
  • Wofford, C. (2003). A study of independence in Reading Recovery teachers: The use of portfolios in the training program.
  • Beth Wyatt (2008). A Study of the Long Range Effects of Discontinuing from Reading Recovery on Students’ Achievement on the Arkansas State Benchmark Examination.

Student Technical Reports

Student Research Projects

  • Autry, D. (2012). Boys don’t read, boys don’t write: A case study of struggling male learners in a third grade literacy intervention.
  • Benson, K. (2010). Change over time in the beliefs and practices of special educators regarding literacy assessments and interventions.
  • Clark, L. (2011). Educators’ perceptions when faced with instructional change.
  • Criss, T. (2011). A study of teacher perceptions and implementation of professional development and their involvement in professional development decisions.
  • Dawson, R. (2010). The effects of using trained literacy coaches versus appointed literacy coaches on student achievement and classroom practices.
  • Dodson, M. (2011). Teachers’ perceptions of literacy achievement for students in inclusion classrooms.
  • Elliott, M. (2009). The effects of layered interventions on reading acceleration.
  • Ferguson, L. (2010). A study of small group reading intervention on the literacy achievement of first grade readers: Guided Reading or Guided Reading Plus?
  • Grogan, Susan. (2009). Teacher language in instructional conversations: Teacher dialogue and reading comprehension.
  • Heinz, J. (2011). Early writing as indicator of reading achievement.
  • Humphries, B. (2009). The development of self-regulated teachers: Does voluntary versus involuntary participation in study groups make a difference?
  • Juhl, L. (2009). A study of prompting with first grade students: The development of self-regulation.
  • Massanelli, N. (2011). The effects a book club led by a literacy coach on teacher attitudes and levels of collaboration.
  • McGill, N. (2012). A study of reading and writing intervention for students with Down Syndrome.
  • Owen, M. (2012). The effects of guided reading plus intervention on the reading achievement of struggling first grade readers.
  • Scillion, L. (2011). A comparative study of traditional writing instruction and writer’s workshop on the writing development of middle school students.
  • Short, J. (2012). The effect of writing about reading on the literacy growth of second grade struggling readers.
  • Slayton, S. (2011). A case study of a professional development model focused on the analysis and differentiation of writing instruction for struggling writers.
  • Stevenson, V. (2011). Focused instruction to develop students’ oral language in pre-kindergarten classrooms.