Five Grants Administered by Carol Booth Olson, Director of the UCI Writing Project
1. Pathway Project: Cognitive Strategies Approach to Reading and Writing Instruction for Teachers of Secondary English Language Learners
Sponsor: U.S. Department of
Education, Institute of Education Sciences
PI: Carol Booth Olson
The purpose of the Pathway Project study is to determine the efficacy of a reading/writing intervention that makes visible for teachers and their students the cognitive strategies that experienced readers and writers use to construct meaning from and with texts. The intervention is designed to enhance the academic reading and writing skills of secondary English language learners.
2. Extending Pathway Project Research to the Community College
Funders: U.S. Department of
Education and National Writing Project
PI: Carol Booth Olson
The goals of this project are to determine to what extent the UCI Writing Project's Pathway Project reading/writing intervention has prepared students in the academic literacy skills necessary to compete successfully at the community college level, assist the community college to study the experiences and needs of the students, and design a professional development program for faculty based on the findings from this study.
3. National Writing Project
Funder: University of California Writing Project
PI: Carol Booth Olson
This project is part of a professional development program to expose teachers to a research-based reading/writing instruction, with the goal of improving teacher quality in order to accelerate students' academic literacy.
4. California Subject Matter Project 2009-10
Funder: University of California
Writing Project
PI: Carol Booth Olson
This project is part of a professional development program to expose teachers to a research-based reading/writing instruction, with the goal of improving teacher quality in order to accelerate students' academic literacy.
5. No Child Left Behind, 2009-10
Funder: University of California Writing Project
PI: Carol Booth Olson
This project is part of a professional development program to expose teachers to a research-based reading/writing instruction, with the goal of improving teacher quality in order to accelerate students' academic literacy.