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Phil Capin is an Assistant Professor at the Harvard Graduate School of Education. His research focuses on understanding individual differences in reading development and on designing and evaluating effective instructional practices, particularly for students who have, or are at risk for, reading difficulties. Supported by grants from the Institute of Education Sciences (IES), the National Institutes of Health (NIH), and the Office of Special Education Programs (OSEP), Dr. Capin has conducted randomized control trials examining instructional approaches for improving reading opportunities and outcomes for children in K-12 settings. He directs the BRIDGES Lab (Building Reading Instruction to Drive Growth in Every Student), which is dedicated to rigorous, collaborative research with educators to bridge the gap between research and classroom practice. Currently, Dr. Capin’s research includes: (a) developing interventions that support both foundational reading skills and text comprehension, (b) integrating social-emotional supports within reading interventions for students with co-occurring reading difficulties, (c) improving educational opportunities and outcomes for English learners, and (d) creating strategies to foster narrative text comprehension in both school and home settings. His findings have been published in leading academic journals, including Scientific Studies of Reading, Reading Research Quarterly, and the Journal of Educational Psychology. A core aim of Dr. Capin’s work is translating research insights into practical solutions that address the everyday challenges faced by educators and students. Before joining academia, Dr. Capin was a teacher in El Centro, California.
PI from HGSE Dr. Phil Capin, with advising support from Drs. Greg Roberts, and Sharon Vaughn at the University of Texas at Austin, are working in partnership with Utah State University researchers (Drs. Sandi and Ron Gillam) to develop and evaluate the usability, feasibility, social validity, fidelity, and promise of a narrative language and reading comprehension intervention called SKILL for Spanish-speaking English learners (SKILL for ELs) with or at-risk for language and literacy disabilities in grades 2-4. This research would be an extension of Supporting Knowledge in Language and Literacy (SKILL), a narrative language intervention developed and rigorously tested through IES funding, shown to be effective in improving narrative language outcomes for students with or at-risk for language and literacy difficulties in the elementary grades. This award is a transfer from the University of Texas at Austin to the Harbard Graduate School of Education and will retain the subcontract with the with Utah State University
Despite decades of research on reading disabilities, the efficacy of existing interventions for improving reading in upper elementary students (Grades 3 5) remains limited. This is a significant public health concern as reading is a strong predictor of lifetime earnings, general health, and overall wellbeing (OECD, 2012). One significant limitation of the extant research has been the narrow focus on designing treatments that address solely students reading problems without adequately responding to other factors known to impact learning. To enhance the effectiveness of reading interventions, we propose investigating the benefits of integrating approaches that hold promise for improving reading outcomes. Attention difficulties are a critical target for such an integrated intervention, as a substantial proportion of students with reading difficulties (25-40%) experience elevated levels of inattention, which impedes their response to reading interventions. Despite substantial evidence linking attention difficulties with reading problems, researchers have largely overlooked attention as a target in reading interventions. This study is innovative in its approach of integrating evidence-based practices for attention and reading within a single, unified intervention called Supporting Attention and Reading for Kids (SPARK) for an understudied population, students with co-occurring reading and attention difficulties in Grades 3 - 5. Our study will address three specific aims. The primary aim is to evaluate the effects of the SPARK intervention on reading and attention immediately post-intervention and over time (two subsequent school years). We propose conducting a randomized control trial with participants assigned to one of three-conditions: SPARK, reading-only, and a documented typical practice comparison. This proposed 3-arm design will allow for examining the relative effects of an integrated intervention (reading and attention supports) with a reading only comparison and then also a typical practice condition. Our second and third aims will identify factors that influence the strength of the intervention (moderators) and the mechanisms of action that drive changes in student outcomes (mediators). Collectively, these aims will contribute to theoretical understanding of the relations between reading, attention, and other related factors (e.g., processing speed, working memory). The findings will also have significant clinical implications that address a prevailing and significant public health issue: reading disabilities.
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A new paper finds “substantial gap persists” between reading comprehension research and practice, calls for greater efforts to prioritize effective instruction methods
Experts in literacy development for children and teens explore what the latest scientific research tells us about how children successfully learn to read and comprehend.
Appointees bring expertise in areas including artificial intelligence, special education, and education policy