2013 Awards

Project Abstracts


Poteet Independent School District
PR/Award # S215G130159

Poteet Independent School District (located in Poteet, Texas) has developed an Innovative Approaches to Literacy grant that is designed to increase access to a wide range of literacy resources (both print and electronic) that prepare young children to read and provide learning opportunities to all participating students.  High-quality childhood literacy activities will be coupled with meaningful opportunities for parental engagements including teaching and encouraging parents to use literacy resources effectively and to read books to their children during their early years.

The project seeks to strengthen literacy development across all academic areas by providing literacy resources spanning a wide range of both complexity and content to effectively support reading and writing.  The project will offer appropriate educational interventions for all readers with support from school libraries.  Additionally, the project seeks to foster collaboration and joint professional development opportunities for teachers, school library personnel and school leaders with a focus on using literacy resources effectively to support reading and writing as well as academic achievement.  These literacy-rich academic and enrichment activities and services are aligned with the Texas college- or career-ready academic content standards and the comprehensive statewide literacy plan.

Lake Worth, Independent School District
PR/Award # S215G130158

Lake Worth Independent School District proposes Project READER (Research-based Evidence for Accessing Digital Enhanced Reading) to develop and improve literacy skills for students, help all students meet challenging state academic achievement standards, integrate advanced technologies, deliver scientifically valid researched-based instruction, and extend library media center operating hours to improve local results of teaching and learning in all content areas. Project READER will serve approximately 720 students in grades three – six in two schools – 58% Hispanic, 10% with disabilities, 19% English Language Learners and 79% economically disadvantaged.

The students and parents will learn to access digital reading material for free through activities in conjunction with the school and public library systems. The students will increase their vocabulary and comprehension skills not only in the reading classroom, but in all core content areas through the incorporation of digital technology. The students will use digital technology to create interactive vocabulary lessons according to the research of Bos and Anders (1990) and reteach daily concepts which will be posted to the school webpage, Facebook, or Twitter.