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Literacy and language arts

We study how educators can use technology to increase equity and accessibility of high-quality learning opportunities. SRI Education works to improve how students learn to read and write, particularly for early learners and students in special populations. Our researchers study and evaluate instruction; develop and validate literacy assessments; and support online learning. We have a strong focus on teacher development and supporting English learners, students with disabilities, and low-literacy adults.

Recent work

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  • Virginia Preschool Initiative-Plus (VPI+)
    December 21, 2019

    Virginia Preschool Initiative-Plus (VPI+)

    Summary SRI Education designed and launched a 4-year comprehensive evaluation of the implementation and impact of Virginia’s state preschool program called the Virginia Preschool Initiative Plus (VPI+) from 2015 –19. Funded by the federal Preschool Development Grant, VPI+ sought to increase access to high-quality early learning environments and improve school readiness skills for 4-year old […]

  • Regional Educational Laboratory (REL) — Appalachia
    January 3, 2018

    Regional Educational Laboratory (REL) — Appalachia

    A partner in advancing equitable access and outcomes for learners in Kentucky, Tennessee, Virginia, and West Virginia. The Regional Educational Laboratory (REL) Appalachia partners with educators and leaders to engage in rigorous, change-oriented research and provides support that informs local, regional or statewide decisions about education policies, programs and practices. REL Appalachia provides services at […]

  • College, Career, and Community Writers Program Evaluation
    January 1, 2017

    College, Career, and Community Writers Program Evaluation

    The National Writing Project’s (NWP) College, Career, and Community Writers Program (C3WP) is designed to improve students’ argument writing through intensive teacher professional development, instructional resources, and formative assessment.

Recent reports and publications

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  • June 1, 2021

    Evaluation of the College, Career, and Community Writers Program: Findings from the i3 Scale-up Grant

    This technical report provides a detailed description of C3WP and the findings from the evaluation of the i3 Scale-up grant.

  • April 13, 2021

    Research Brief: SRI Finds Positive Effects of the College, Career, and Community Writer’s Program on Student Achievement

    The National Writing Project’s (NWP) College, Career, and Community Writers Program (C3WP) is designed to improve students’ argument writing through intensive teacher professional development, instructional resources, and formative assessment.

  • January 1, 2020

    Supporting and Measuring Career Readiness: Hot topics, Common Challenges, and Practical Resources

    Regional Educational Laboratory Appalachia convened representatives for a workshop to discuss how educators and researchers are addressing the development and measurement of career readiness.

  • December 1, 2019

    Evaluation of National Writing Project’s College-Ready Writer’s Program 2015 SEED Grant

    The National Writing Project’s College, Career, and Community Writers Program provides professional development for teachers in Grades 7–10 with the goal of improving students’ source-based argument writing.

  • July 1, 2018

    Pathway Schools Initiative: Fundamental evaluation summary

    This report summarizes the progress made by the schools that participated in the Pathway Schools Initiative through the 2017–18 school year on a fundamental set of outcome indicators: continuity in the PreK–3 enrollment pipeline, literacy instructional practices, teaching quality, effective school leadership, and student reading achievement.

  • March 1, 2018

    Impacts on Students of a Short-Cycle Implementation of the National Writing Project’s College, Career, and Community Writers Program

    SRI International found that a two-year implementation of the National Writing Project’s College, Career, and Community Writers Program had a positive, statistically significant effect on a validated measure of students’ source-based argument writing.

Our experts in literacy and language arts

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Julia Yankelowitz

Research Associate, SRI Education

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Sara Rutherford-Quach

Senior Education Researcher, SRI Education

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Nicole Arshan

Senior Principal Education Researcher and Evaluation Methods Lead

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Elisa Garcia

Senior Education Researcher, SRI Education

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Jennifer Nakamura

Researcher, SRI Education

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Mandy Reeve

Senior Education Researcher, SRI Education

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Hannah Kelly

Research Associate, SRI Education

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