14568 Federal Register / Vol. 62, No. 58 / Wednesday, March 26, 1997 / Notices

DEPARTMENT OF EDUCATION

Educational Research and

Development Centers Program

AGENCY: Department of Education.

AGENCY: Department of Education.

ACTION: Notice of final priority for FY

1997.

SUMMARY: The Secretary announces a

final priority under the Educational

Research and Development Centers

Program. The Secretary takes this action

to support research on early reading.

The priority is intended to produce

research findings that will effect

changes in early reading instruction and

related practices.

EFFECTIVE DATE: This priority takes effect

on April 25, 1997.

FOR FURTHER INFORMATION CONTACT: Dr.

Anne P. Sweet, U.S. Department of

Education, 555 New Jersey Avenue,

NW., Washington, DC 20208–5573.

Telephone: (202) 219–2043. Internet:

(anne—sweet@ed.gov). Individuals who

use a telecommunications device for the

deaf (TDD) may call the Federal

Information Relay Service (FIRS) at 1–

800–877–8339 between 8 a.m. and 8

p.m., Eastern time, Monday through

Friday.

SUPPLEMENTARY INFORMATION: The Office

of Educational Research and

Improvement, authorized under Title IX

of Public Law 103–227 (20 U.S.C. 6001,

et seq.), supports educational research

and development activities. The

National Institute on Student

Achievement, Curriculum, and

Assessment and the National Institute

on Early Childhood Development and

Education are two of five research

institutes that carry out coordinated and

comprehensive programs of research,

development, evaluation, and

dissemination designed to provide

research-based leadership for the

improvement of education.

As National Institutes, the National

Institute on Student Achievement,

Curriculum, and Assessment and the

National Institute on Early Childhood

Development and Education support a

range of research, development, and

dissemination activities. They support

long-term activities focused on core

issues in education carried out by

national research and development

centers, as well as field-initiated studies

carried out by individual investigators.

The final priority for research on

improving children’s early reading is for

a research and development center to be

supported jointly by the Student

Achievement and the Early Childhood

Institutes.

The Secretary believes that improving

reading achievement in this country and

increasing the capacity of the nation’s

education system to provide all

members of society with equal

opportunities to attain a high level of

literacy depend on knowledge generated

by an enduring program of education

research and development. Knowledge

gained from education research and

development can help guide the

national investment in education and

support local and State reform efforts.

Because they carry out sustained, longterm research and development, centers

are a primary mechanism for pursuing

new knowledge about education. Center

awards are made to institutions of

higher education, institutions of higher

education in consort with public

agencies or non-profit organizations,

and interstate agencies established by

compact that operate subsidiary bodies

to conduct postsecondary education

research and development.

Prior to this announcement and in

conjunction with planning for

Educational Research and Development

Center competitions in fiscal year 1996,

OERI engaged in a series of meetings,

regional hearings, and Federal Register

notices that solicited advice from

parents, teachers, administrators,

policy-makers, business people,

researchers, and others to identify the

most needed research and development

activities. Following these activities and

subsequent research priorities planning

meetings in which OERI engaged, the

Secretary published a notice of

proposed priority in the Federal

Register on December 13, 1996 (61 FR

65932) for a national educational

research and development center that

would carry out sustained research and

development to address problems and

issues related to early reading

instruction and related practices.

Written public comments were to be

submitted to the Secretary by January

27, 1997.

The Secretary has reviewed the

written public comments and has

modified the proposed priority to

include research on: teacher

professional development in early

reading instruction; the use of

technology to make reading instruction

more effective; and the development of

strategies that foster early reading

acquisition. The reasoning for this

modification is explained in the

Appendix to this notice.

Analysis of Comments and Changes

In response to the Secretary’s

invitation in the notice of proposed

priority, nine parties submitted written

comments. An analysis of the comments

and changes in the priority since

publication of the notice of proposed

priority is published as an appendix to

this notice of final priority. Major issues

are grouped according to subject.

Technical and other minor changes and

suggested changes the Secretary is not

legally authorized to make under the

applicable statutory authority are not

addressed.

Absolute Priority: Research to Improve

Children’s Early Reading

Under 34 CFR 75.105(c)(3) the

Secretary will give an absolute

preference to applications that meet the

following priority. The Secretary

intends to fund only one application

that meets the priority listed below.

Funding this priority will depend on the

availability of funds and the quality of

applications received. The Secretary

intends to support a national research

and development center on improving

children’s early reading. As the topic of

study, ‘‘early reading’’ refers not only to

those reading and related skills learned

in kindergarten and the primary grades,

but also to children’s earliest

experiences, including preschool, that

affect their language and vocabulary

acquisition. This center must:

(a) Conduct a coherent, sustained

program of research and development in

early reading, using a wellconceptualized and theoretically sound

framework;

(b) Contribute to the development and

advancement of theory and practice in

early reading;

(c) Conduct scientifically rigorous

studies capable of generating findings

that contribute substantially to

understanding in the field;

(d) Conduct work of sufficient size,

scope, and duration to produce

definitive guidance for instructional

improvement;

(e) Address issues of both equity and

excellence in early reading education

for all children;

(f) Conduct the following research and

development activities—

(1) Research on early reading

acquisition and strategies that foster this

learning, including strategies to be used

by families, child care and preschool

personnel, and kindergarten and

elementary school teachers;

(2) Multidisciplinary research

including, as appropriate, neuroscience,

cognitive and developmental

psychology, and the relevant social

sciences, on the relationships among the

development of oral language, reading,

and writing fluency for all children,

including those who are from

linguistically and culturally diverse

populations;
Federal Register / Vol. 62, No. 58 / Wednesday, March 26, 1997 / Notices 14569

(3) Research that applies a variety of

theoretical perspectives and

methodologies to describe and to assess

the efficacy of current practices in early

reading instruction and to provide a

knowledge base to make early reading

instruction more effective, including

instruction that involves the use of

technology;

(4) Research on theory-based

diagnostic and assessment tools for

early reading;

(5) Research on social, motivational,

and affective factors that play a part in

early reading acquisition;

(6) Research on the relationships

among early reading, writing, and

content knowledge acquisition; and

(7) Research on teacher knowledge

and professional development in

reading to make teachers and teacher

education in reading and literacy more

effective; and

(g) Document, report, and disseminate

information about its research findings

and other accomplishments in ways that

will facilitate effective use of that

information for teachers and other early

childhood professionals, families, and

community members, as appropriate.

Post-Award Requirements

The Secretary established the

following post-award requirements

consistent with the Educational

Research, Development, Dissemination

and Improvement Act of 1994. A grantee

receiving a center award must:

(a) Provide OERI with information

about center projects and products and

other appropriate research information

so that OERI can monitor center

progress and maintain its inventory of

funded research projects. This

information must be provided through

media that include an electronic

network;

(b) Conduct and evaluate research

projects in conformity with the highest

professional standards of research

practice;

(c) Reserve five percent of each budget

period’s funds to support activities that

fall within the center’s priority area, are

designed and mutually agreed to by the

center and OERI, and enhance OERI’s

ability to carry out its mission. Those

activities may include developing

research agendas, conducting research

projects collaborating with other

federally-supported entities, and

engaging in research agenda setting and

dissemination activities; and

(d) At the end of the award period,

synthesize the findings and advances in

knowledge that resulted from the

Center’s program of work and describe

the potential impact on the

improvement of American education,

including any observable impact to date.

Note: This notice of final priority does not

solicit applications. A notice inviting

applications under this competition is

published elsewhere in this issue of the

Federal Register.

(Catalog of Federal Domestic Assistance

Number (84.305R) Educational Research and

Development Centers Program)

Program Authority: P.L. 103–227, Title IX

(20 U.S.C. 6031).

Dated: March 20, 1997.

Marshall Smith,

Acting Assistant Secretary for Educational

Research and Improvement.

Appendix: Analysis of Comments and

Changes

Absolute Priority

Summarized below are comments that

referred specifically to the Absolute

Priority.

Comments Related to Teacher

Professional Development

Comments: Six commenters

advocated that knowledge about the

learning and development of teachers be

integrated into the designated scope of

this center. One commenter noted that

we possess little information on what

knowledge teachers need to teach

reading effectively. A different

commenter took the position that efforts

to improve student learning without

corresponding efforts to improve teacher

education are handicapped from the

start. The same commenter urged OERI

to move forward with the plans for an

early reading center and observed that

such a center has a valuable role to play

in our nation’s future, given President

Clinton’s initiatives in programs like

‘‘America Reads.’’

Discussion: The Secretary agrees that

teacher professional development in

reading is a critical issue. The Secretary

also agrees that the work of an early

reading center will be important to the

President’s ‘‘America Reads Challenge,’’

and expects that an early reading center

will produce results that will be useful

to those engaged in this initiative.

Changes: The Secretary has revised

the priority and has added paragraph

(f)(7) to the early reading priority. The

priority now includes a focus on

teachers’ knowledge and professional

development in reading to make

teachers and teacher education in

reading and literacy more effective.

Comments Related to Technology

Comments: Four commenters argued

for the inclusion of technology into the

scope of this center. One commenter

noted that technology that can support

literacy development and instruction

and technology that can be used as a

dissemination tool should be studied. A

second commenter stated that we need

to study not only principles that

underlie learning in interaction with

computer programs, but also how

computers change the fabric of the

classroom.

Discussion: The Secretary agrees that

the study of technology in literacy

development and its use as a

dissemination tool are important.

Technology as a dissemination tool is

already included under paragraph (g) of

the priority.

Changes: The Secretary has revised

the priority, under paragraph (f)(3), to

include research on the use of

technology to make early reading

instruction more effective.

Comments Related to Classroom

Practices and Instructional Strategies

Comments: Two commenters asserted

that research on classroom practices and

instructional strategies should be

included in the scope of work of this

center. One commenter observed that

classroom practices and instructional

strategies are the most critical aspect of

school literacy.

Discussion: The Secretary agrees that

classroom practices and instructional

strategies are crucial aspects of early

reading acquisition and believes that

classroom practices are already

included under paragraphs (f)(2)

through (6) in the priority.

Changes: The Secretary has modified

the priority under paragraph (f)(1) to

include research on strategies that foster

early reading acquisition, which would

include research on instructional

strategies.

Comments Related to Connection of

School, Family, and Community to

Support Reading Acquisition

Comments: Two commenters

recommended that the connection of

school, family, and community to

support reading acquisition be included.

One commenter noted that a

convergence of research suggests that

our future success in teaching young

children lies in developing strong

continuous connections between

schools, families, and communities and

that these partnerships are crucial to

what children learn and how they come

to see the eventual place of reading in

their lives.

Discussion: The Secretary agrees that

home-school-community connections

are pivotal ones in children’s education

and believes that they are included for

study under paragraphs (f)(2), (5), and

(6) of the priority.
14570 Federal Register / Vol. 62, No. 58 / Wednesday, March 26, 1997 / Notices

Changes: None.

Comments Related to the Role of Word

Recognition Instruction in Early Reading

Programs

Comments: One commenter argued

that the role of word recognition

instruction in early reading programs

should be included. This commenter

felt that this issue is schools’’ largest

area of concern, noting that there is very

little solid research documenting how to

structure a quality school reading

program that contains quality literature

and instruction in word recognition,

including phonics.

Discussion: The Secretary agrees that

the role of word recognition instruction

in early reading programs is important

and believes that it is included under

paragraphs (f)(2) and (3) of the priority.

Changes: None.

Comments Related to Programs for

Struggling Readers

Comments: One commenter

advocated the inclusion of programs for

struggling readers. This commenter

argued that most pull-out programs have

not been effective in bridging the gap in

achievement, hence programs that might

work better need to be studied, along

with methods of organizing classrooms

to accommodate diversity.

Discussion: The Secretary agrees that

programs for struggling readers (e.g.,

Reading Recovery, among others)

require study and believes that they are

included under multiple paragraphs in

the priority ‘‘ most specifically (f)(2),

where the social sciences will bear on

organizing for instruction, and (f)(3).

Changes: None.

Comments Related to Challenges Facing

High-Poverty, Low-Achieving Schools

Comments: One commenter, citing

preliminary evidence, which suggests

that reading instruction has a larger

effect on low-achieving populations in

high poverty schools than it does on

other students, recommends that

research on low-achieving, high-poverty

students be included in addition to

research on bilingualism and

multiculturalism.

Discussion: The Secretary agrees that

the challenges facing high-poverty, lowachieving schools are important and

believes that they are included under

multiple paragraphs in the priority’’

most particularly (f)(2–3) and (5–6).

Changes: None.

Comments Related to Second Language

Learners

Comments: One commenter

recommended that the topic of second

language learners be included. This

commenter pointed out that improving

early reading in California necessitates

the inclusion of the Second Language

Learner’s primary language, given the

state’s demographic landscape.

Discussion: The Secretary agrees that

the topic of second language learners is

important and believes that it is

included under paragraph (f)(2) in the

priority.

Changes: None.

Comments Related to Enhanced

Learning in Different Subjects/Skills

Comments: One commenter asserted

that early math, for example, is much

more wanting than early reading and

recommended that enhanced learning in

many different subjects/skills be

included.

Discussion: The Secretary agrees that

enhanced learning in different subjects/

skills is important and believes that it is

appropriately included in this center

under paragraph (f)(6) in the priority.

Changes: None.

Comments Related to Brain

Development

Comments: One commenter asserted

that the central study area for early

learning should be brain development.

This commenter stated that reading is

but one function of brain development

and should be studied accordingly.

Discussion: The Secretary agrees that

brain development is important and

believes that it is included under

paragraph (f)(2) in the priority. The

Secretary has also added language to

clarify that, as the topic of study, ‘‘early

reading’’ may include this work.

Changes: None.

Comments Related to Motivational and

Affective Factors

Comments: One commenter observed

that (f)(5) (to conduct research in the

areas of motivation and affective factors)

seemed more narrow and limiting when

compared to the other items under (f).

This commenter argued that the relative

importance of this factor is diminished

next to issues that address knowledge

about the reading process, about how

reading instruction might best occur,

about reading teachers’ knowledge,

practice, and change, and about the

global nature and influences (classroom

and community) on reading.

Discussion: The Secretary agrees that

the topics subsumed under (f)(1–3) may

appear to be quite comprehensive and

that (f)(4–6) may be viewed as less so.

The Secretary has not assigned weights

to the elements under (f)(1–7), and thus

expects that applicants will submit

applications that reflect their own views

on the relative importance of these

elements.

Changes: None.

[FR Doc. 97–7677 Filed 3–21–97; 3:28 pm]

BILLING CODE 4000–01–P

DEPARTMENT OF EDUCATION

[CFDA Number: 84.305R]

Office of Educational Research and

Improvement (OERI)—Education

Research and Development Centers

Program; Notice Inviting Applications

for a New Award for Fiscal Year (FY)

1997

Purpose of Program: To support a

national research and development

center to carry out sustained research

that will lead to improvements in early

reading instruction and related

practices.

Eligible Applicants: Institutions of

higher education, institutions of higher

education in consort with public

agencies or private nonprofit

organizations, and interstate agencies

established by compact that operate

subsidiary bodies established to conduct

postsecondary educational research and

development.

Deadline for Transmittal of

Applications: May 28, 1997.

Applications Available: March 28,

1997.

Estimated Available Funds: The

estimated funding level over the fiveyear project period for the national

research center on early reading is

$2,500,000 each year. Actual funding

will depend upon the availability of

funds and needs as reflected in the

approved application.

Estimated Number of Awards: 1.

Note: The Department is not bound by any

estimates in this notice.

Project Period: Up to 60 months.

Applicable Regulations: (a) The

Education Department General

Administrative Regulations (EDGAR) in

34 CFR Parts 74, 75, 77, 80, 81, 82, 85,

and 86; and (b) The regulations in 34

CFR Part 700.

Priority: The absolute priority in the

notice of final priority and post-award

requirements for this program, as

published elsewhere in this issue of the

Federal Register apply to this

competition.

Selection Criteria

(a)(1)(A) The Secretary uses the

selection criteria in 20 U.S.C.

6031(c)(3)(E)(i)-(vi) and 34 CFR

700.30(e) to evaluate applications for

new grants under this program.