Faculty at the Collaborative Center for Literacy Development and its partner universities, conduct research and evaluation to improve literacy in Kentucky. Projects vary in scale, from large randomized controlled field trials to small, customized school-based evaluations. Results are disseminated through reports, journal articles, and presentations.
Evaluation of Kentucky’s Read to Achieve Program
Culturally Responsive Instruction Observation Protocol
Striving Readers Cohort 2 Evaluation: Kentucky Department of Education
Molding a Culturally Responsive Literacy Practice
The Relation of Language and Literacy Outcomes to Family Literacy Practices for Children with Disabilities at Transition to Preschool and Kindergarten: A Multi-State Sample
Sustainability of Kentucky’s Literacy Coaching Initiatives
Striving Readers Cohort 1 Evaluation: Danville, KY
ESL and Adult Literacy Provision for Refugees in Lexington
Literacy Patterns in Kentucky
Integrating Content Literacy into Middle and High School Classrooms
Evaluation of Kentucky’s Early Reading Incentive Grant Program
Hruby, G. G., & Goswami, U. (2013). Educational neuroscience for reading education researchers. In D. Alvermann, N. Unrau and R. Ruddel (Eds.), Theoretical Models and Processes of Reading (6th ed.)(pp. 558-588). Newark, DE: International Reading Association.
Hruby, G. G. (2013). Neuroscience metaphors for teaching and curriculum. In L. H. Wasserman and D. Zambo (Eds.), Early childhood and neuroscience: Links to development and learning (pp. 191-206). New York: Springer.
Hruby, G. G. (2012). Three requirements for justifying an educational neuroscience (annual review). British Journal of Educational Psychology, 82, 1-23.
Hruby, G. G., & Roegiers, A. (2012). Cognitive constructivism. In C. A. Chappell (Ed.), Encyclopedia of Applied Linguistics. Oxford, UK: Wiley-Blackwell.
Hruby, G. G. (2012). The Race to the Top program: Should America be the global leader in math, science, engineering, and technology education? [The counterpoint position]. In A. J. Eakle (Ed.), Curriculum and Instruction: Debating Issues in American Education: A SAGE Reference Set (pp. 90-99). Thousand Oaks, CA: Sage Publications.
Hruby, G. G. (2012; invited). Justifying an Educational Neuroscience. Podcast interview for the British Journal of Educational Psychology. Oxford: Blackwell-Wiley.
Hruby, G. G., Read, S., & Landon-Hays, M. (2011). Balancing the tensions in effective English language arts instruction. In D. Lapp and D. Fisher (Eds.), Handbook of research in the teaching of the English language arts (pp. 211-217). New York: Taylor & Francis Group.
Hruby, G. G. (2011). Commentary: Minding the Brain. Journal of Adolescent and Adult Literacy, 54, (5), 316-321.
Hruby, G. G., & Goswami, U. (2011). Neuroscience on reading: A review for reading education researchers. Reading Research Quarterly, 46 (2), 156-172.