Archived Information

#### U.S. Department of Education

#### Office of Educational Research and Improvement

Washington, DC 20208

Application for the Program of Research on

Reading Comprehension

## CFDA Number 84.305G

Deadline for [Transmittal]{.underline} of Applications: May 31, 2002

Approved OMB Number 1890-0009

Expiration Date: 6/30/02

## Paperwork Burden Statement

According to the Paperwork Reduction Act of 1995, no persons are
required to respond to a collection of information unless such
collection displays a valid OMB control number. The valid OMB control
number for this information collection is 1890-0009. The time required
to complete this information collection is estimated to average 15 hours
per response, including the time to review instructions, search existing
data resources, gather the data needed, and complete and review the
information collection. If you have any comments concerning the accuracy
of the time estimate(s) or suggestions for improving this form, please
write to: U.S. Department of Education, Washington, D.C. 20202-4651. If
you have comments or concerns regarding the status of your individual
submission of this form, write directly to: Elizabeth Payer, U.S.
Department of Education, 555 New Jersey Avenue, NW, Washington, D.C.
20208.

Contents

Federal Register Notice Inviting
Applications....................................................1

Federal Notice of Final
Priority...................................................................16

Instructions for Submitting a Letter of Intent
(optional).................................\......25

Title Page Form -- Application for Federal Education Assistance (ED 424)
and
Instructions...........................................................................................26

Application
Abstract.................................................................................27

Research
Narrative..................................................................................28

Literature
Cited......................................................................................29

Curriculum
Vitae....................................................................................30

Budget Information Form Non-Construction Programs (ED 524) and
Instructions.......31

Budget
Narrative...................................................................................
32

Appendix...........................................................................................\...33

Availability of
Forms........................................................................
......34

Instructions for Transmitting
Applications......................................................35

Parity Guidelines Between Paper and Electronic
Applications............................\...38

General Education Provisions Act (GEPA) Section
427.......................................39

Certifications and
Assurances...............................................................\......42

Application
Checklist..............................................................................43

4000-01-U

DEPARTMENT OF EDUCATION

(CFDA No. 84.305G)

Office of Educational Research and Improvement (OERI)

Program of Research on Reading Comprehension

Notice inviting applications for new awards for fiscal year (FY) 2002.

[PURPOSE OF PROGRAM]{.underline}: The purpose of the Program of Research
on Reading Comprehension is to expand scientific knowledge of how
students develop proficient levels of reading comprehension, how reading
comprehension can be taught most optimally, and how reading
comprehension can be assessed in ways that reflect as well as advance
our current understanding of reading comprehension and its development.
The overarching goal of this program is to establish a scientific
foundation for educational practice by supporting research on reading
comprehension that is likely to produce substantial gains in academic
achievement.

For FY 2002 the competition for new awards focuses on projects designed
to meet the priority we describe in the PRIORITY section of this notice.

[ELIGIBLE APPLICANTS]{.underline}: Institutions of higher education,
regional educational laboratories, public or private organizations,
institutions, agencies, and individuals, or a consortium thereof.

[DEADLINE FOR RECEIPT OF LETTER OF INTENT]{.underline}: April 29, 2002.

A Letter of Intent is optional, but encouraged, for each application.
The Letter of Intent should be submitted by e-mail to

<PRRCLettersofIntent@ed.gov>

Receipt of the Letter of Intent will be acknowledged by e-mail. The
Letter of Intent should not exceed one page in length and should:
include a title and brief description of the research project; identify
the Principal Investigator(s) and any Co-Principal Investigator(s);
indicate the institutional affiliations of the Principal Investigator(s)
and Co-Principal Investigator(s); indicate the duration of the proposed
project; and provide an estimated budget request by year, and a total
budget request. The Letter of Intent is for OERI planning purposes and
will not be used in the evaluation of the application.

[APPLICATIONS AVAILABLE]{.underline}: April 10, 2002

[DEADLINE FOR TRANSMITTAL OF APPLICATIONS]{.underline}: 4:30 p.m.
Washington DC time on May 31, 2002.

[ESTIMATED AVAILABLE FUNDS]{.underline}: \$4.5 million.

[ESTIMATED RANGE OF AWARDS]{.underline}: \$75,000 to \$500,000 (for 12
months). The size of the awards will be commensurate with the nature and
scope of the work proposed.

[ESTIMATED NUMBER OF AWARDS]{.underline}: 10.

[Note]{.underline}: The Department is not bound by any estimates in this
notice.

[PROJECT PERIOD]{.underline}: Up to 36 months.

[PAGE LIMITS]{.underline}: The application must include the following
sections: Application for Federal Assistance (ED 424 Standard Face
Sheet), one-page abstract, research narrative, literature cited,
curriculum vitae for principal investigator(s) and other key personnel,
budget summary form (ED 524) with budget narrative, appendix, and
statement of equitable access (GEPA 427). The research narrative is
where you, the applicant, address the selection criteria that reviewers
use to evaluate your application. You must limit the research narrative
(text plus all figures, charts, tables, and diagrams) to the equivalent
of 25 pages and the appendix to 20 pages, using the following standards:

-   A "page" is 8.5\" x 11\", on one side only, with 1\" margins at the
    top, bottom, and both sides.

-   Double space (no more than three lines per vertical inch) all text
    in the research narrative, including titles, headings, footnotes,
    quotations, references, and captions, as well as all text in charts,
    tables, figures, and graphs.

-   Use a font that is either 12-point or larger or no smaller than 10
    pitch (characters per inch).

The page limit does not apply to the Application for Federal Assistance
(ED 424 Standard Face Sheet), the one-page abstract, the budget summary
form (ED 524) and narrative budget justification, the curriculum vitae,
and literature cited. Nor does the limit apply to the assurances and
certifications, which must be submitted before any award is made, but do
not have to be submitted with the initial application.

Our reviewers will not read any pages of your application that\--

-   Exceed the page limit if you apply these standards; or

-   Exceed the equivalent of the page limit if you apply other
    standards.

We have found that reviewers are able to conduct the highest quality
review when applications are concise and easy to read, with pages
consecutively numbered.

[APPLICABLE REGULATIONS]{.underline}: (a) The Education Department
General Administrative Regulations (EDGAR) in 34 CFR parts 74, 75
(except as limited in 34 CFR 700.5), 77, 80, 81, 82, 85, 86 (part 86
applies only to Institutions of Higher Education), 97, 98, and 99. (b)
The regulations in 34 CFR part 700.

[SUPPLEMENTARY INFORMATION]{.underline}:

[Background]{.underline}

Substantial research evidence has accrued concerning early literacy
skills. Translating this research into practice should produce
improvement of basic decoding and word recognition skills. According to
recent reviews, such as the RAND Reading Study Group Report (2001),
however, relatively little research has been aimed at reading
comprehension. Comprehension builds on early skills, but involves
processing of connected discourse and other complex verbal materials
that are essential for academic success after the early elementary
years. Indeed, reading achievement, as estimated by State and national
test scores, typically declines after 4^th^ grade. Research is needed
that addresses this critical juncture between learning to read and
reading to learn, including its antecedents in early childhood as well
as consequences for later development. To that end, the Program of
Research on Reading Comprehension is designed to expand scientific
knowledge of how students develop proficient reading comprehension, how
reading comprehension can best be taught, and how reading comprehension
can be assessed in ways that reflect as well as advance current
understanding of comprehension processes. Specifically, an important
component of the program is to obtain converging evidence on development
and assessment of comprehension that coheres with scientifically
supported theories, and that advances such theories by subjecting their
core predictions to empirical tests. A further purpose is to provide a
scientific foundation for approaches to comprehension instruction that
allow students to achieve proficient comprehension across a range of
texts and subjects.

## [PRIORITY]{.underline}

This competition focuses on projects designed to meet the priority in
the notice of final priority for this program, published elsewhere in
this issue of the [Federal]{.underline} [Register]{.underline}. The
title of this priority is [Program of Research on Reading
Comprehension]{.underline}. For FY 2002 this priority is an absolute
priority. Under 34 CFR 75.105(c)(3) we consider only applications that
meet the priority.

[SELECTION CRITERIA]{.underline}: The Secretary selects the following
selection criteria in 34 CFR 700.30(e) to evaluate applications for new
grants under this competition. The proportionate percentage weight for
each criterion is indicated in parentheses.

\(a\) National Significance (.2)

\(b\) Quality of the Project Design (.5)

\(c\) Quality and Potential Contributions of Personnel (.2)

\(d\) Adequacy of Resources (.1)

Strong applications for Program of Research on Reading Comprehension
(PRRC) grants clearly address each of the applicable selection criteria.
They make a well-reasoned and compelling case for the national
significance of the problems or issues that will be the subject of the
proposed research, and present a research design that is complete,
clearly delineated, and incorporates sound research methods. In
addition, the personnel descriptions included in strong applications
make it apparent that the project director, principal investigator, and
other key personnel possess training and experience commensurate with
their duties.

[COLLABORATION]{.underline}: We encourage collaboration in the conduct
of research. For example, major research universities and institutions
may collaborate with historically underrepresented institutions, such as
Historically Black Colleges and Universities, Hispanic-Serving
Institutions, and Tribal Colleges and Universities.

[PRE-APPLICATION MEETING]{.underline}: April 22, 2002.

Interested parties are invited to participate in a pre-application
meeting to discuss the funding priority. In the meeting, participants
will receive technical assistance and information about the funding
priority. Participants are also encouraged to use this meeting to engage
in substantive discussion about prior empirical research and the nature
of high quality research in this area. You may attend the meeting in
person at the Department of Education, Office of Educational Research
and Improvement, 555 New Jersey Avenue, NW., room 101, Washington, DC,
between 1:00 p.m. and 4:00 p.m. A summary of the meeting will be posted
on the Internet at:

<http://www.ed.gov/offices/OERI>

[Assistance to Individuals with Disabilities at the Meeting]{.underline}

The meeting site is accessible to individuals with disabilities. If you
will need an auxiliary aid or service to participate in the meeting
(e.g., interpreting service, assistive listening device, or materials in
an alternative format), notify the contact person listed under [FOR
FURTHER INFORMATION CONTACT]{.underline} at least two weeks before the
scheduled meeting date. Although we will attempt to meet a request we
receive after that date, we may not be able to make available the
requested auxiliary aid or service because of insufficient time to
arrange it.

[APPLICATION PROCEDURES]{.underline}

The Government Paperwork Elimination Act (GPEA) of 1998, (Pub.
L.105-277) and the Federal Financial Assistance Management Improvement
Act of 1999, (Pub. L. 106-107) encourage us to undertake initiatives to
improve our grant processes. Enhancing the ability of individuals and
entities to conduct business with us electronically is a major part of
our response to these Acts. Therefore, we are taking steps to adopt the
Internet as our chief means of conducting transactions in order to
improve services to our customers and to simplify and expedite our
business processes.

We are requiring that applications to the FY 2002 Program of Research on
Reading Comprehension be submitted electronically using e-Application
available through the Education Department's e-GRANTS system. The
e-GRANTS system is accessible through its portal page at:

> <http://e-grants.ed.gov/>

Applicants who are unable to submit an application through the e-GRANTS
system may apply for a waiver to the electronic submission requirement.
To apply for a waiver, applicants must explain the reason(s) that
prevent them from using the Internet to submit their applications. The
reasons(s) must be outlined in a letter addressed to: Anne Sweet or Rita
Foy, U.S. Department of Education, 555 New Jersey Avenue, NW, room 513,
Washington, DC 20208-5573. Please submit your letter no later than two
weeks before the closing date.

Any application that receives a waiver to the electronic submission
requirement will be given the same consideration in the review process
as an electronic application.

[Waiver of Proposed Rulemaking]{.underline}

Some of the procedures in these instructions for transmitting
applications differ from those in the Education Department General
Administrative Regulations (EDGAR) (34 CFR 75.102). Under the
Administrative Procedure Act (5 U.S.C. 553) the Department generally
offers interested parties the opportunity to comment on proposed
regulations. However, these amendments make procedural changes only and
do not establish new substantive policy. Therefore, under 5 U.S.C.
553(b)(A), the Secretary has determined that proposed rulemaking is not
required.

# [Pilot Project for Electronic Submission of Applications]{.underline}

In FY 2002, the U.S. Department of Education is continuing to expand its
pilot project of electronic submission of applications to include
additional formula grant programs and additional discretionary grant
competitions. The Program of Research on Reading Comprehension -- CFDA
84.305G is one of the programs included in the pilot project. If you are
an applicant under the Program of Research on Reading Comprehension, you
must submit your application to us in electronic format or receive a
waiver.

The pilot project involves the use of the Electronic Grant Application
System (e-APPLICATION, formerly e-GAPS) portion of the Grant
Administration and Payment System (GAPS). We shall continue to evaluate
its success and solicit suggestions for improvement.

Please note the following:

-   Do not wait until the deadline date for the transmittal of
    applications to submit your application electronically. If you wait
    until the deadline date to submit your application electronically
    and you are unable to access the e-Application system, you must
    contact the Help Desk by 4:30 p.m. Washington DC time on the
    deadline date.

-   Keep in mind that e-Application is not operational 24 hours a day
    every day of the week. Click on Hours of Web Site Operation for
    specific hours of access during the week.

-   You will have access to the e-Application Help Desk for technical
    support: 1-888-336-8930 (TTY: 1-866-697-2696, local 202-401-8363).
    The Help Desk hours of operation are limited to: 8 a.m.-6 p.m.
    Washington DC time Monday-Friday.

-   If you submit your application electronically by the transmittal
    date but also wish to submit a paper copy of your application, then
    you must mail the paper copy of the application on or before the
    deadline date to:

> U. S. Department of Education
>
> Application Control Center
>
> Attention: CFDA \# 84.305G
>
> 7^th^ and D Streets, SW.
>
> Room 3633
>
> Regional Office Building 3
>
> Washington, DC 20202-4725

-   You can submit all documents electronically, including the
    Application for Federal Assistance (ED 424 Standard Face Sheet),
    Budget Information\--Non-Construction Programs (ED 524), and all
    necessary assurances and certifications.

-   Within three working days of submitting your electronic application,
    fax a signed copy of the Application for Federal Assistance (ED 424
    Standard Face Sheet) to the Application Control Center after
    following these steps:

    1.  Print ED 424 from the e-APPLICATION system.

    2.  Make sure that the institution's Authorizing Representative
        signs this form.

    3.  Before faxing this form, submit your electronic application via
        the e-APPLICATION system. You will receive an automatic
        acknowledgement, which will include a PR/Award number (an
        identifying number unique to your application).

    4.  Place the PR/Award number in the upper right hand corner of ED
        424.

    5.  Fax ED 424 to the Application Control Center at (202) 260-1349.

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-   We may request that you give us original signatures on all other
    forms at a later date.

You may access the electronic grant application for the PRRC at:

<http://e-grants.ed.gov/>

[FOR FURTHER INFORMATION CONTACT]{.underline}: Anne P. Sweet or Rita Foy
Moss, U.S. Department of Education, 555 New Jersey Avenue, NW., room
513, Washington, DC 20208-5573. Telephone: (202) 219-0610, or FAX: (202)
219-2135, or via Internet:

<PRRCinfo@ed.gov>

If you use a telecommunications device for the deaf (TDD), you may call
the Federal Information Relay Service (FIRS) at 1-800-877-8339.

Individuals with disabilities may obtain this document in an alternative
format (e.g., Braille, large print, audiotape, or computer diskette) on
request to the program contact person listed under [FOR FURTHER
INFORMATION CONTACT]{.underline}.

Individuals with disabilities may obtain a copy of the application
package in an alternative format by contacting Anne P. Sweet or Rita Foy
Moss. However, the Department is not able to reproduce in an alternative
format the standard forms included in the application package.

[Electronic Access To This Document]{.underline}

You may view this document, as well as all other Department of Education
documents published in the [Federal Register]{.underline}, in text or
Adobe Portable Document Format (PDF) on the Internet at the following
site:

<http://www.ed.gov/legislation/FedRegister>

To use PDF you must have Adobe Acrobat Reader, which is available free
at this site. If you have questions about using PDF, call the U.S.
Government Printing Office (GPO), toll free, at 1-888-293-6498; or in
the Washington, DC area at (202) 512-1530.

[Note]{.underline}: The official version of this document is the
document published in the [Federal Register]{.underline}. Free Internet
access to the official edition of the [Federal Register]{.underline} and
the Code of Federal Regulations is available on GPO Access at:

<http://www.access.gpo.gov/nara/index.html>

[PROGRAM AUTHORITY]{.underline}: 20 U.S.C. 6031.

Dated: April 4, 2002

[(signed)]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Grover J. Whitehurst,

> [Assistant Secretary for Educational]{.underline}
>
> [Research and Improvement]{.underline}.

4000-01-U

DEPARTMENT OF EDUCATION

Program of Research on Reading Comprehension

AGENCY: Office of Educational Research and Improvement, Department of
Education.

ACTION: Notice of final priority.

SUMMARY: The Assistant Secretary announces a final priority for a
Program of Research on Reading Comprehension. The Assistant Secretary
may use this priority for competitions in fiscal year (FY) 2002 and in
later fiscal years. We take this action to build a scientific foundation
for educational practice by supporting rigorous research on reading
comprehension. We intend this priority to produce research findings that
will change instructional practice and promote academic achievement.

EFFECTIVE DATE: This priority is effective (INSERT DATE 30 DAYS AFTER
DATE OF PUBLICATION IN THE FEDERAL REGISTER).

FOR FURTHER INFORMATION CONTACT: Anne P. Sweet or Rita Foy Moss, U.S.
Department of Education, 555 New Jersey Avenue, NW., room 513,
Washington, DC 20208-5573. Telephone: (202) 219-0610 or FAX: (202)
219-2135.

If you use a telecommunications device for the deaf (TDD), you may call
the Federal Information Relay Service (FIRS) at 1-800-877-8339.

Individuals with disabilities may obtain this document in an alternative
format (e.g., Braille, large print, audiotape, or computer diskette) on
request to the contact person listed under FOR FURTHER INFORMATION
CONTACT.

SUPPLEMENTARY INFORMATION:

[Background]{.underline}

The Office of Educational Research and Improvement (OERI), authorized
under Title IX of Public Law 103-227 (20 U.S.C. 6001 [et]{.underline}
[seq]{.underline}.), supports research and development activities
designed to provide essential knowledge for the improvement of
education. Although significant advances have been made in knowledge
about early reading skills, much less is known about reading
comprehension. Reading comprehension is necessary for academic
achievement in virtually all school subjects and for economic
self-sufficiency in cognitively demanding work environments. Improving
reading comprehension, and providing all members of society with equal
opportunities to attain a high level of literacy, require a focused
program of educational research. Knowledge gained from such educational
research can help guide the national investment in education and support
local and State reform efforts. Because this targeted program of
research focuses on an enduring problem of practice, it will be the
primary mechanism for pursuing new knowledge about reading
comprehension.

Prior to publishing the notice of proposed priority, OERI reviewed the
Report of the National Reading Panel (2000) and the RAND Reading Study
Group Report (2001) to identify the most needed reading research and
development activities. Following this review, OERI proposed this
priority, recognizing that critical frontiers for reading research, such
as deriving empirically-grounded theories of comprehension development
and reading instruction across the full range of ages and grades, have
barely been broached in the research literature**.** OERI\'s Program of
Research on Reading Comprehension (PRRC) is intended to expand
scientific knowledge of how students develop proficient levels of
reading comprehension, how reading comprehension can be taught most
optimally, and how reading comprehension can be assessed in ways that
reflect as well as advance our current understanding of reading
comprehension and its development. An overarching goal of the program is
to obtain converging empirical evidence on the development and
assessment of comprehension that coheres with scientifically supported
theories of the processes involved in reading comprehension. A further
purpose is to provide a scientific foundation for approaches to
comprehension instruction that allow students to achieve proficient
levels of comprehension across a range of texts and subjects.

We published a notice of proposed priority for this program in the
[Federal Register]{.underline} on January 22, 2002 (67 FR 2864). Except
for minor revisions, there are no differences between the notice of
proposed priority and this notice of final priority.

###### [Analysis of Comments and Changes]{.underline}

In response to our invitation in the notice of proposed priority, three
parties submitted written comments. Letters of support for the
Secretary's priority or letters of support for existing teaching
practices and programs are not included among this count. The Secretary
has reviewed the three public comments and believes that the proposed
priority as written is broad enough to encompass the specific research
topics recommended by the commenters. An analysis of the comments
follows. We group major issues according to subject.

Generally, we do not address technical and other minor changes----and
suggested changes the law does not authorize us to make under the
applicable statutory authority.

[Comment Related to Middle and High School]{.underline}

[Comment]{.underline}: One commenter argued that, in addition to
investigating how to obtain proficiency in reading comprehension, how it
can be optimally taught, and how it can be assessed, it is critical to
examine where reading comprehension should be taught, who should be
teaching it, and to whom it should be taught, especially at the middle
and high school levels.

[Discussion]{.underline}: The Secretary believes that investigation of
these three dimensions----where reading comprehension should be taught,
who should be teaching it, and to whom it should be taught at the middle
and high school levels---is permitted under the priority as proposed.

[Changes]{.underline}: None.

[Comment Related to One-to-One Mentoring]{.underline}

[Comment]{.underline}: One commenter recommended that additional
research be supported that supports the role of one-to-one mentoring
using trained community volunteers as an intervention strategy for
struggling readers in the area of comprehension.

[Discussion]{.underline}: The Secretary believes that such a study is
permitted under the priority as proposed (e.g., falling under inquiry
area number 2 of the priority).

[Changes]{.underline}: None.

##### Comment Related to Social Studies

[Comment]{.underline}: One comment concerned student comprehension of
social studies expository text, and indicated that research on the
nature of expository text in social studies (and probably in other
subjects) should be included in the priority. The same commenter argued
that such a research effort would involve expert analysis of currently
published expository text.

[Discussion]{.underline}: The Secretary believes that studying the
effects of features of expository text on the assessment, development,
and improvement of reading comprehension is permissible under the
proposed priority. In addition, the Secretary maintains that expert
analysis of expository text could play a role in the design of a
scientific study using approaches described in the proposed priority.

[Changes]{.underline}: None.

[Note]{.underline}: This notice does not solicit applications. In any
year in which we choose to use this priority, we invite applications
through a notice in the [Federal Register]{.underline}. When inviting
applications we designate the priority as absolute, competitive
preference, or invitational.

PRIORITY:

[Program of Research on Reading Comprehension]{.underline}

Under the Program of Research on Reading Comprehension (PRRC),
applicants must propose research that is focused on one or more of three
areas of inquiry:

1.  Developmental patterns of students' reading comprehension;

2.  Instructional interventions for reading comprehension; or

3.  Measures of reading comprehension that reflect empirically justified
    dimensions, distinguish reader differences, and are sensitive to
    instructional goals.

Furthermore, research must be motivated by a specific conceptual
framework and relevant prior empirical evidence, both of which must be
clearly articulated in the proposal. The research must have the
potential to advance fundamental scientific knowledge that bears on the
solution of important educational problems. The proposal must indicate
method and why the approach taken optimally addresses the research
question. Any approach must incorporate a valid inference process that
allows generalization beyond the study participants. Proposals must
indicate which of the following approaches is to be used:

1.  Experiment (control group; randomized assignment\--both required).

2.  Quasi-experiment (comparison group, stratified random assignment,
    groups comparable at pretest, statistical adjustment for
    comparability).

3.  Correlational study (simple, multiple/logistic regression,
    structural equation modeling, hierarchical linear modeling).

4.  Other quantitative (e.g., simulation).

5.  Descriptive study using qualitative techniques (e.g., ethnographic
    methods; focus groups; classroom observations; case studies).

The design of studies must be clear: Independent and dependent, or
predictor and criterion, variables should be distinguished. Proposed
research is expected to employ the most sophisticated level of design
and analysis that is appropriate to the research question. For research
questions that cannot be answered using a randomized assignment
experimental design, the proposal must spell out the reasons why such a
design is not applicable and why it would not represent a superior
approach. Thus, applicants must propose to conduct rigorous studies that
are scientifically sound, relevant, timely, and ultimately useful to
practitioners and policy makers.

POST-AWARD REQUIREMENTS

The Secretary established the following post-award requirements
consistent with the OERI's program regulations at 34 CFR part 700 and
the Education Department General Administrative Regulations (EDGAR) at
34 CFR 75.720. Recipients of a research award must:

1.  Provide OERI with information about the research project and
    products and other appropriate research information so that OERI can
    monitor progress and maintain its inventory of funded research
    projects. This information must be provided through media that
    include an electronic network; and

2.  At the end of the award period, synthesize the findings and advances
    in knowledge that resulted from research conducted and describe the
    potential impact on the improvement of reading comprehension
    instruction.

[Applicable Program Regulations]{.underline}: 34 CFR part 700.

[Electronic Access to This Document]{.underline}

You may view this document, as well as all other Department of Education
documents published in the [Federal Register]{.underline}, in text or
Adobe Portable Document Format (PDF) on the Internet at the following
site:

[www.ed.gov/legislation/FedRegister](http://www.ed.gov/legislation/FedRegister)

To use PDF, you must have Adobe Acrobat Reader, which is available free
at this site. If you have questions about using PDF, call the U.S.
Government Printing Office (GPO), toll free, at 1-888-293-6498; or in
the Washington, DC area at (202) 512-1530.

[Note]{.underline}: The official version of this document is the
document published in the [Federal Register]{.underline}. Free Internet
access to the official edition of the [Federal Register]{.underline} and
the Code of Federal Regulations is available on GPO Access at:

<http://www.access.gpo.gov/nara/index.html>

(Catalog of Federal Domestic Assistance Number (84.305G) Program of
Research on Reading Comprehension)

[PROGRAM AUTHORITY]{.underline}: 20 U.S.C. 6031.

Dated: April 4, 2002

> [\_\_(signed)]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Grover J. Whitehurst,

[Assistant Secretary for Educational]{.underline}

> [Research and Improvement]{.underline}.

Instructions for Submitting a Letter of Intent

A Letter of Intent is optional, but encouraged, for each application.
The deadline for Receipt of Letters of Intent for the Program of
Research on Reading Comprehension (84.305G) is **[April 29,
2002]{.underline}**. The Letter of Intent should not exceed one page in
length and should include a title and brief description of the research
project; identify the Principal Investigator(s) and any Co-Principal
Investigator(s); indicate the institutional affiliations of the
Principal Investigator(s) and Co-Principal Investigator(s); indicate the
duration of the proposed project; and provide an estimated budget
request by year, and a total budget request.

The Letter of Intent should be sent Dr. Anne P. Sweet:

U.S. Department of Education/OERI

> 555 New Jersey Avenue
>
> Room 510
>
> Washington, DC 20208-5573

Or via the Internet to Dr. Sweet at:

<PRRCLettersofIntent@ed.gov>

The Letter of Intent is for OERI planning purposes and will not be used
in the evaluation of the application.

**Title Page Form -- Application for Federal Education Assistance**

**(ED 424) and Instructions**

See page 34 -- Availability of Forms.

**Application Abstract**

The abstract must not exceed one page. Please see the "Page Limits"
section of the *Federal Register* notice inviting applications under
this competition.

Research Narrative

The research narrative must not to exceed 25 double-spaced pages. Please
see the "Page Limits" section of the *Federal Register* notice inviting
applications under this competition.

The research narrative is where you, the applicant, address the
selection criteria that reviewers use to evaluate your application.
Please see the "Selection Criteria" section of the *Federal Register*
notice.

Literature Cited

Please see the "Page Limits" section of the *Federal Register* notice
inviting applications under this competition.

Curriculum Vitae

Please see the "Page Limits" section of the *Federal Register* notice
inviting applications under this competition.

Budget Information Form -- Non-Construction Programs (ED 524) and
Instructions

See page 34 -- Availability of Forms.

Budget Narrative

Please see the "Page Limits" section of the *Federal Register* notice
inviting applications under this competition.

**Appendix**

The appendix must not exceed 20 pages. Please see the "Page Limits"
section of the *Federal Register* notice inviting applications under
this competition.

**Availability of Forms**

**You can access the following [required Federal
forms](http://www.ed.gov/fund/grant/apply/appforms/appforms.html) at**

<http://www.ed.gov/fund/grant/apply/appforms/appforms.html>

-   Title Page Form -- Application for Federal Education Assistance
    (ED 424) and Instructions

-   Budget Information Form -- Non-Construction Programs (ED 524)

> and Instructions

##### Certifications and Assurances

Applicants selected for funding will be required to submit the following
before a grant is issued:

-   Assurances-Non-Construction Programs (Standard Form 424B)

-   Certification Regarding Lobbying; Debarment, Suspension, and Other
    Responsibility Matters; and Drug-Free Work-Place Requirements (ED
    Form 80-0013)

-   Disclosure of Lobbying Activities (Standard Form LLL), if applicable

-   Certification Regarding Debarment, Suspension, Ineligibility and
    Voluntary Exclusion--Lower Tier Covered Transactions (ED Form
    80-0014). Note: ED Form GCS 80-0014 is intended for the use of
    primary participants and should not be transmitted to the
    Department.

The following instructions are applicable only if you have received a
waiver to the electronic submission requirement and are submitting a
paper application.

INSTRUCTIONS FOR TRANSMITTING APPLICATIONS

If you want to apply for a grant and be considered for funding, you must
meet the following deadline requirements:

(a) [If You Send Your Application by Mail]{.underline}

You must mail the original and two copies of the application on or
before the deadline date to:

U.S. Department of Education

Application Control Center

Attention: CFDA \# 84.305G

7th & D Streets, SW.

Room 3633

Washington, DC 20202-4725

You must show one of the following as proof of mailing:

\(1\) A legibly dated U.S. Postal Service postmark.

\(2\) A legible mail receipt with the date of mailing stamped by the
U.S. Postal Service.

\(3\) A dated shipping label, invoice, or receipt from a commercial
carrier.

\(4\) Any other proof of mailing acceptable to the Secretary.

If you mail an application through the U.S. Postal Service, we do not
accept either of the following as proof of mailing:

\(1\) A private metered postmark.

\(2\) A mail receipt that is not dated by the U.S. Postal Service.

(b) [If You Deliver Your Application by Hand]{.underline}

You or your courier must hand deliver the original and two copies of the
application by 4:30 p.m. (Washington, DC time) on or before the deadline
date to:

U.S. Department of Education

Application Control Center

Attention: CFDA \# 84.305G

7^th^ and D Streets, SW.

Room 3633

Regional Office Building 3

Washington, DC

The Application Control Center accepts application deliveries daily
between 8:00 a.m. and 4:30 p.m. (Washington, DC time), except Saturdays,
Sundays, and Federal holidays. The Center accepts application deliveries
through the D Street entrance only. A person delivering an application
must show identification to enter the building.

### Notes

(1) The U.S. Postal Service does not uniformly provide a dated postmark.
    Before relying on this method, you should check with your local post
    office.

(2) If you send your application by mail or if you or your courier
    delivers it by hand, the Application Control Center will mail a
    Grant Application Receipt Acknowledgment to you. If you do not
    receive the notification of application receipt within 15 days from
    the date of mailing the application, you should call the U.S.
    Department of Education Application Control Center at (202)
    708-9493.

\(3\) If your application is late, we will notify you that we will not
consider the application.

\(4\) You must indicate on the envelope and\--if not provided by the
Department\--in Item 4 of the Application for Federal Education
Assistance (ED 424; exp. November 30, 2004)) the CFDA number\--and
suffix letter, if any\--of the competition under which you are
submitting your application.

**Parity Guidelines between Paper and Electronic Applications**

In FY 2002, the U.S. Department of Education is continuing to expand the
pilot project, which began in FY 2000, which allows applicants to use an
Internet-based electronic system for submitting applications. The
system, called e-APPLICATION, formerly e-GAPS (Electronic Grant
Application System), allows an applicant to submit a grant application
electronically, using a current version of the applicant's Internet
browser. To see e-APPLICATION visit the following address:

[http://e-grants.ed.gov](http://e-grants.ed.gov/)

Users of e-APPLICATION, a data driven system, will be entering data
on-line while completing their applications. This will be more
interactive than just e-mailing a soft copy of a grant application to
us. If you participate in this pilot project by submitting an
application electronically, the data you enter on-line will go into a
database and ultimately will be accessible in electronic form to our
reviewers.

This pilot project continues the Department's transition to an
electronic grant award process. In addition to e-APPLICATION, the
Department plans to expand the number of discretionary programs using
the electronic peer review (e-READER) system and to increase the
participation of discretionary programs offering grantees the use of the
electronic annual performance reporting (e-REPORTS) system.

To help ensure parity and a similar look between electronic and paper
copies of grant applications, we are asking each applicant that submits
a paper application to adhere to the following guidelines:

-   Submit your application on 8 ½" by 11" paper.

-   Leave a 1-inch margin on all sides.

-   Use consistent font throughout your document. You may also use
    boldface type, underlining, and italics. However, please do not use
    colored text.

-   Please use black and white, also, for illustrations, including
    charts, tables, graphs and pictures.

-   For the narrative component, your application should consist of the
    number and text of each selection criterion followed by the
    narrative. The text of the selection criterion, if included, does
    not count against any page limitation.

-   Place a page number at the bottom right of each page beginning with
    1; and number your pages consecutively throughout your document.

> **Guidance for Statement of Equitable Access (GEPA 427)**
>
> See form on next page for guidance.

OMB Control No. 1890-0007 (Exp. 09/30/2004)

## NOTICE TO ALL APPLICANTS

The purpose of this enclosure is to inform you about a new provision in
the Department of Education\'s General Education Provisions Act (GEPA)
that applies to applicants for new grant awards under Department
programs. This provision is Section 427 of GEPA, enacted as part of the
Improving America\'s Schools Act of 1994 (Public Law (P.L.) 103-382).

**To Whom Does This Provision Apply?**

Section 427 of GEPA affects applicants for new grant awards under this
program. **ALL APPLICANTS FOR NEW AWARDS MUST INCLUDE INFORMATION IN
THEIR APPLICATIONS TO ADDRESS THIS NEW PROVISION IN ORDER TO RECEIVE
FUNDING UNDER THIS PROGRAM.**

(If this program is a State-formula grant program, a State needs to
provide this description only for projects or activities that it carries
out with funds reserved for State-level uses. In addition, local school
districts or other eligible applicants that apply to the State for
funding need to provide this description in their applications to the
State for funding. The State would be responsible for ensuring that the
school district or other local entity has submitted a sufficient section
427 statement as described below.)

**What Does This Provision Require?**

Section 427 requires each applicant for funds (other than an individual
person) to include in its application a description of the steps the
applicant proposes to take to ensure equitable access to, and
participation in, its Federally-assisted program for students, teachers,
and other program beneficiaries with special needs. This provision
allows applicants discretion in developing the required description. The
statute highlights six types of barriers that can impede equitable
access or participation: gender, race, national origin, color,
disability, or age. Based on local circumstances, you should determine
whether these or other barriers may prevent your students, teachers,
etc. from such access or participation in, the Federally-funded project
or activity. The description in your application of steps to be taken to
overcome these barriers need not be lengthy; you may provide a clear and
succinct description of how you plan to address those barriers that are
applicable to your circumstances. In addition, the information may be
provided in a single narrative, or, if appropriate, may be discussed in
connection with related topics in the application.

Section 427 is not intended to duplicate the requirements of civil
rights statutes, but rather to ensure that, in designing their projects,
applicants for Federal funds address equity concerns that may affect the
ability of certain potential beneficiaries to fully participate in the
project and to achieve to high standards. Consistent with program
requirements and its approved application, an applicant may use the
Federal funds awarded to it to eliminate barriers it identifies.

**What are Examples of How an Applicant Might Satisfy the Requirement of
This Provision?**

The following examples may help illustrate how an applicant may comply
with Section 427.

> \(1\) An applicant that proposes to carry out an adult literacy
> project serving, among others, adults with limited English
> proficiency, might describe in its application how it intends to
> distribute a brochure about the proposed project to such potential
> participants in their native language.
>
> \(2\) An applicant that proposes to develop instructional materials
> for classroom use might describe how it will make the materials
> available on audiotape or in braille for students who are blind.
>
> \(3\) An applicant that proposes to carry out a model science program
> for secondary students and is concerned that girls may be less likely
> than boys to enroll in the course, might indicate how it intends to
> conduct \"outreach\" efforts to girls, to encourage their enrollment.

We recognize that many applicants may already be implementing effective
steps to ensure equity of access and participation in their grant
programs, and we appreciate your cooperation in responding to the
requirements of this provision.

**Estimated Burden Statement for GEPA Requirements**

According to the Paperwork Reduction Act of 1995, no persons are
required to respond to a collection of information unless such
collection displays a valid OMB control number. The valid OMB control
number for this information collection is **1890-0007.** The time
required to complete this information collection is estimated to average
1.5 hours per response, including the time to review instructions,
search existing data resources, gather the data needed, and complete and
review the information collection. **If you have any comments concerning
the accuracy of the time estimate(s) or suggestions for improving this
form, please write to:** Director, Grants Policy and Oversight Staff,
U.S. Department of Education, 400 Maryland Avenue, SW (Room 3652, GSA
Regional Office Building No. 3). Washington, DC 20202-4248.

Certifications and Assurances

See page 34 -- Availability of Forms.

Application Checklist

**Does your application include each of the following?**

**\[ \] Title Page Form (ED 424)**

**\[ \] Abstract**

**\[ \] Research Narrative (respond to selection criteria)**

**\[ \] Literature Cited**

**\[ \] Curriculum Vitae of Principal Investigator(s) and Other Key
Personnel**

**\[ \] Budget Summary Form (ED 524) and Budget Narrative**

**\[ \] Appendix**

**\[ \] Statement of Equitable Access (GEPA 427 Statement)**

**\[ \] Assurances and Certifications**

**Did You \--**

**\[ \] Provide one (1) original plus two (2) copies of the application?
(This applies only if you have received a waiver to the electronic
submission requirement and are submitting a paper application.)**

**\[ \] Include all required forms with original signatures and dates?**