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ERIC Number: EJ1168392
Record Type: Journal
Publication Date: 2017
Pages: 15
Abstractor: As Provided
ISSN: EISSN-2331-186X
Reviews of Research Funded by U.S. Institute of Educational Sciences: A Case of Reading Development and Instruction
Lee, Sungyoon; Kuo, Li-Jen; Moody, Stephanie Michelle; Chen, Zhuo
Cogent Education, v4 n1 Article 1401444 2017
Empirical research is a critical in the field of education, however, research funding sources are often hard to identify. In this study, we examined how National Center for Education Research (NCER), a branch of the federal Institute of Education Science (IES), has supported research on various areas of reading development and instruction. Our goal was to identify the major trends and issues in NCER reading research projects over the past 13 years by examining the general characteristics, participants, and research foci of the studies. To do so, we reviewed and coded 158 research projects based on existing content analyses about reading research. Findings indicate that the NCER has allocated approximately $397 million to 158 reading research projects from 2004 to 2016. Research projects under the Reading and Writing program were the most frequently funded, particularly studies focusing on comprehension and including participants in grades K-3. Recommendations are made for reading researchers seeking funding based on the major trends and issues identified in NCER studies.
Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A