[Federal Register Volume 62, Number 58 (Wednesday, March 26, 1997)]
[Notices]
[Pages 14568-14570]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 97-7677]



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Part III





Department of Education





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Educational Research and Development Centers Program; Notice of Final 
Priority for FY 1997; Office of Educational Research and Improvement 
(OERI); Notice Inviting Applications for a New Award for FY 1997

  Federal Register / Vol. 62, No. 58 / Wednesday, March 26, 1997 / 
Notices  

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DEPARTMENT OF EDUCATION


Educational Research and Development Centers Program


AGENCY: Department of Education.

ACTION: Notice of final priority for FY 1997.

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SUMMARY: The Secretary announces a final priority under the Educational 
Research and Development Centers Program. The Secretary takes this 
action to support research on early reading. The priority is intended 
to produce research findings that will effect changes in early reading 
instruction and related practices.

EFFECTIVE DATE: This priority takes effect on April 25, 1997.

FOR FURTHER INFORMATION CONTACT: Dr. Anne P. Sweet, U.S. Department of 
Education, 555 New Jersey Avenue, NW., Washington, DC 20208-5573. 
Telephone: (202) 219-2043. Internet: ([email protected]). Individuals 
who use a telecommunications device for the deaf (TDD) may call the 
Federal Information Relay Service (FIRS) at 1-800-877-8339 between 8 
a.m. and 8 p.m., Eastern time, Monday through Friday.

SUPPLEMENTARY INFORMATION: The Office of Educational Research and 
Improvement, authorized under Title IX of Public Law 103-227 (20 U.S.C. 
6001, et seq.), supports educational research and development 
activities. The National Institute on Student Achievement, Curriculum, 
and Assessment and the National Institute on Early Childhood 
Development and Education are two of five research institutes that 
carry out coordinated and comprehensive programs of research, 
development, evaluation, and dissemination designed to provide 
research-based leadership for the improvement of education.
    As National Institutes, the National Institute on Student 
Achievement, Curriculum, and Assessment and the National Institute on 
Early Childhood Development and Education support a range of research, 
development, and dissemination activities. They support long-term 
activities focused on core issues in education carried out by national 
research and development centers, as well as field-initiated studies 
carried out by individual investigators. The final priority for 
research on improving children's early reading is for a research and 
development center to be supported jointly by the Student Achievement 
and the Early Childhood Institutes.
    The Secretary believes that improving reading achievement in this 
country and increasing the capacity of the nation's education system to 
provide all members of society with equal opportunities to attain a 
high level of literacy depend on knowledge generated by an enduring 
program of education research and development. Knowledge gained from 
education research and development can help guide the national 
investment in education and support local and State reform efforts. 
Because they carry out sustained, long-term research and development, 
centers are a primary mechanism for pursuing new knowledge about 
education. Center awards are made to institutions of higher education, 
institutions of higher education in consort with public agencies or 
non-profit organizations, and interstate agencies established by 
compact that operate subsidiary bodies to conduct postsecondary 
education research and development.
    Prior to this announcement and in conjunction with planning for 
Educational Research and Development Center competitions in fiscal year 
1996, OERI engaged in a series of meetings, regional hearings, and 
Federal Register notices that solicited advice from parents, teachers, 
administrators, policy-makers, business people, researchers, and others 
to identify the most needed research and development activities. 
Following these activities and subsequent research priorities planning 
meetings in which OERI engaged, the Secretary published a notice of 
proposed priority in the Federal Register on December 13, 1996 (61 FR 
65932) for a national educational research and development center that 
would carry out sustained research and development to address problems 
and issues related to early reading instruction and related practices. 
Written public comments were to be submitted to the Secretary by 
January 27, 1997.
    The Secretary has reviewed the written public comments and has 
modified the proposed priority to include research on: teacher 
professional development in early reading instruction; the use of 
technology to make reading instruction more effective; and the 
development of strategies that foster early reading acquisition. The 
reasoning for this modification is explained in the Appendix to this 
notice.

Analysis of Comments and Changes

    In response to the Secretary's invitation in the notice of proposed 
priority, nine parties submitted written comments. An analysis of the 
comments and changes in the priority since publication of the notice of 
proposed priority is published as an appendix to this notice of final 
priority. Major issues are grouped according to subject. Technical and 
other minor changes and suggested changes the Secretary is not legally 
authorized to make under the applicable statutory authority are not 
addressed.

Absolute Priority: Research to Improve Children's Early Reading

    Under 34 CFR 75.105(c)(3) the Secretary will give an absolute 
preference to applications that meet the following priority. The 
Secretary intends to fund only one application that meets the priority 
listed below. Funding this priority will depend on the availability of 
funds and the quality of applications received. The Secretary intends 
to support a national research and development center on improving 
children's early reading. As the topic of study, ``early reading'' 
refers not only to those reading and related skills learned in 
kindergarten and the primary grades, but also to children's earliest 
experiences, including preschool, that affect their language and 
vocabulary acquisition. This center must:
    (a) Conduct a coherent, sustained program of research and 
development in early reading, using a well-conceptualized and 
theoretically sound framework;
    (b) Contribute to the development and advancement of theory and 
practice in early reading;
    (c) Conduct scientifically rigorous studies capable of generating 
findings that contribute substantially to understanding in the field;
    (d) Conduct work of sufficient size, scope, and duration to produce 
definitive guidance for instructional improvement;
    (e) Address issues of both equity and excellence in early reading 
education for all children;
    (f) Conduct the following research and development activities--
    (1) Research on early reading acquisition and strategies that 
foster this learning, including strategies to be used by families, 
child care and preschool personnel, and kindergarten and elementary 
school teachers;
    (2) Multidisciplinary research including, as appropriate, 
neuroscience, cognitive and developmental psychology, and the relevant 
social sciences, on the relationships among the development of oral 
language, reading, and writing fluency for all children, including 
those who are from linguistically and culturally diverse populations;

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    (3) Research that applies a variety of theoretical perspectives and 
methodologies to describe and to assess the efficacy of current 
practices in early reading instruction and to provide a knowledge base 
to make early reading instruction more effective, including instruction 
that involves the use of technology;
    (4) Research on theory-based diagnostic and assessment tools for 
early reading;
    (5) Research on social, motivational, and affective factors that 
play a part in early reading acquisition;
    (6) Research on the relationships among early reading, writing, and 
content knowledge acquisition; and
    (7) Research on teacher knowledge and professional development in 
reading to make teachers and teacher education in reading and literacy 
more effective; and
    (g) Document, report, and disseminate information about its 
research findings and other accomplishments in ways that will 
facilitate effective use of that information for teachers and other 
early childhood professionals, families, and community members, as 
appropriate.

Post-Award Requirements

    The Secretary established the following post-award requirements 
consistent with the Educational Research, Development, Dissemination 
and Improvement Act of 1994. A grantee receiving a center award must:
    (a) Provide OERI with information about center projects and 
products and other appropriate research information so that OERI can 
monitor center progress and maintain its inventory of funded research 
projects. This information must be provided through media that include 
an electronic network;
    (b) Conduct and evaluate research projects in conformity with the 
highest professional standards of research practice;
    (c) Reserve five percent of each budget period's funds to support 
activities that fall within the center's priority area, are designed 
and mutually agreed to by the center and OERI, and enhance OERI's 
ability to carry out its mission. Those activities may include 
developing research agendas, conducting research projects collaborating 
with other federally-supported entities, and engaging in research 
agenda setting and dissemination activities; and
    (d) At the end of the award period, synthesize the findings and 
advances in knowledge that resulted from the Center's program of work 
and describe the potential impact on the improvement of American 
education, including any observable impact to date.

    Note: This notice of final priority does not solicit 
applications. A notice inviting applications under this competition 
is published elsewhere in this issue of the Federal Register.

(Catalog of Federal Domestic Assistance Number (84.305R) Educational 
Research and Development Centers Program)

    Program Authority: P.L. 103-227, Title IX (20 U.S.C. 6031).

    Dated: March 20, 1997.
Marshall Smith,
Acting Assistant Secretary for Educational Research and Improvement.

Appendix: Analysis of Comments and Changes

Absolute Priority

    Summarized below are comments that referred specifically to the 
Absolute Priority.

Comments Related to Teacher Professional Development

    Comments: Six commenters advocated that knowledge about the 
learning and development of teachers be integrated into the designated 
scope of this center. One commenter noted that we possess little 
information on what knowledge teachers need to teach reading 
effectively. A different commenter took the position that efforts to 
improve student learning without corresponding efforts to improve 
teacher education are handicapped from the start. The same commenter 
urged OERI to move forward with the plans for an early reading center 
and observed that such a center has a valuable role to play in our 
nation's future, given President Clinton's initiatives in programs like 
``America Reads.''
    Discussion: The Secretary agrees that teacher professional 
development in reading is a critical issue. The Secretary also agrees 
that the work of an early reading center will be important to the 
President's ``America Reads Challenge,'' and expects that an early 
reading center will produce results that will be useful to those 
engaged in this initiative.
    Changes: The Secretary has revised the priority and has added 
paragraph (f)(7) to the early reading priority. The priority now 
includes a focus on teachers' knowledge and professional development in 
reading to make teachers and teacher education in reading and literacy 
more effective.

Comments Related to Technology

    Comments: Four commenters argued for the inclusion of technology 
into the scope of this center. One commenter noted that technology that 
can support literacy development and instruction and technology that 
can be used as a dissemination tool should be studied. A second 
commenter stated that we need to study not only principles that 
underlie learning in interaction with computer programs, but also how 
computers change the fabric of the classroom.
    Discussion: The Secretary agrees that the study of technology in 
literacy development and its use as a dissemination tool are important. 
Technology as a dissemination tool is already included under paragraph 
(g) of the priority.
    Changes: The Secretary has revised the priority, under paragraph 
(f)(3), to include research on the use of technology to make early 
reading instruction more effective.

Comments Related to Classroom Practices and Instructional Strategies

    Comments: Two commenters asserted that research on classroom 
practices and instructional strategies should be included in the scope 
of work of this center. One commenter observed that classroom practices 
and instructional strategies are the most critical aspect of school 
literacy.
    Discussion: The Secretary agrees that classroom practices and 
instructional strategies are crucial aspects of early reading 
acquisition and believes that classroom practices are already included 
under paragraphs (f)(2) through (6) in the priority.
    Changes: The Secretary has modified the priority under paragraph 
(f)(1) to include research on strategies that foster early reading 
acquisition, which would include research on instructional strategies.

Comments Related to Connection of School, Family, and Community to 
Support Reading Acquisition

    Comments: Two commenters recommended that the connection of school, 
family, and community to support reading acquisition be included. One 
commenter noted that a convergence of research suggests that our future 
success in teaching young children lies in developing strong continuous 
connections between schools, families, and communities and that these 
partnerships are crucial to what children learn and how they come to 
see the eventual place of reading in their lives.
    Discussion: The Secretary agrees that home-school-community 
connections are pivotal ones in children's education and believes that 
they are included for study under paragraphs (f)(2), (5), and (6) of 
the priority.

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    Changes: None.

Comments Related to the Role of Word Recognition Instruction in Early 
Reading Programs

    Comments: One commenter argued that the role of word recognition 
instruction in early reading programs should be included. This 
commenter felt that this issue is schools'' largest area of concern, 
noting that there is very little solid research documenting how to 
structure a quality school reading program that contains quality 
literature and instruction in word recognition, including phonics.
    Discussion: The Secretary agrees that the role of word recognition 
instruction in early reading programs is important and believes that it 
is included under paragraphs (f)(2) and (3) of the priority.
    Changes: None.

Comments Related to Programs for Struggling Readers

    Comments: One commenter advocated the inclusion of programs for 
struggling readers. This commenter argued that most pull-out programs 
have not been effective in bridging the gap in achievement, hence 
programs that might work better need to be studied, along with methods 
of organizing classrooms to accommodate diversity.
    Discussion: The Secretary agrees that programs for struggling 
readers (e.g., Reading Recovery, among others) require study and 
believes that they are included under multiple paragraphs in the 
priority `` most specifically (f)(2), where the social sciences will 
bear on organizing for instruction, and (f)(3).
    Changes: None.

Comments Related to Challenges Facing High-Poverty, Low-Achieving 
Schools

    Comments: One commenter, citing preliminary evidence, which 
suggests that reading instruction has a larger effect on low-achieving 
populations in high poverty schools than it does on other students, 
recommends that research on low-achieving, high-poverty students be 
included in addition to research on bilingualism and multiculturalism.
    Discussion: The Secretary agrees that the challenges facing high-
poverty, low-achieving schools are important and believes that they are 
included under multiple paragraphs in the priority'' most particularly 
(f)(2-3) and (5-6).
    Changes: None.

Comments Related to Second Language Learners

    Comments: One commenter recommended that the topic of second 
language learners be included. This commenter pointed out that 
improving early reading in California necessitates the inclusion of the 
Second Language Learner's primary language, given the state's 
demographic landscape.
    Discussion: The Secretary agrees that the topic of second language 
learners is important and believes that it is included under paragraph 
(f)(2) in the priority.
    Changes: None.

Comments Related to Enhanced Learning in Different Subjects/Skills

    Comments: One commenter asserted that early math, for example, is 
much more wanting than early reading and recommended that enhanced 
learning in many different subjects/skills be included.
    Discussion: The Secretary agrees that enhanced learning in 
different subjects/skills is important and believes that it is 
appropriately included in this center under paragraph (f)(6) in the 
priority.
    Changes: None.

Comments Related to Brain Development

    Comments: One commenter asserted that the central study area for 
early learning should be brain development. This commenter stated that 
reading is but one function of brain development and should be studied 
accordingly.
    Discussion: The Secretary agrees that brain development is 
important and believes that it is included under paragraph (f)(2) in 
the priority. The Secretary has also added language to clarify that, as 
the topic of study, ``early reading'' may include this work.
    Changes: None.

Comments Related to Motivational and Affective Factors

    Comments: One commenter observed that (f)(5) (to conduct research 
in the areas of motivation and affective factors) seemed more narrow 
and limiting when compared to the other items under (f). This commenter 
argued that the relative importance of this factor is diminished next 
to issues that address knowledge about the reading process, about how 
reading instruction might best occur, about reading teachers' 
knowledge, practice, and change, and about the global nature and 
influences (classroom and community) on reading.
    Discussion: The Secretary agrees that the topics subsumed under 
(f)(1-3) may appear to be quite comprehensive and that (f)(4-6) may be 
viewed as less so. The Secretary has not assigned weights to the 
elements under (f)(1-7), and thus expects that applicants will submit 
applications that reflect their own views on the relative importance of 
these elements.
    Changes: None.

[FR Doc. 97-7677 Filed 3-21-97; 3:28 pm]
BILLING CODE 4000-01-P