Research serves as the foundation of all of CLI’s initiatives, programs, and resources.
Our experts are continually publishing cutting-edge research from several fields of study, all focused on improving children’s learning. What we learn from our research informs best practices, services, and resources delivered to schools, teachers, families, and children.
The purpose of this study is to determine whether participation in the Play and Learning Strategies (PALS) parenting intervention results in increased caregiver responsiveness behaviors and to test if participation in PALS results in increases in toddler skills and/or toddler neurological development.
Research Status: Current | Research Timeline: 2020 - 2025 | Research Category: Family Intervention, Neurodevelopment | CLI Faculty: Dana DeMaster, Ph.D., Kelly Vaughn, Ph.D.
This is a randomized, blinded, placebo-controlled, cross-over study designed to treat cerebral palsy in pediatric patients with an infusion of autologous bone marrow mononuclear cells or autologous umbilical cord blood cells.
Research Status: Completed | Research Timeline: 2013 - 2016 | Research Category: Neurodevelopment | CLI Faculty: Retired
Parenting in early childhood shapes children’s cognitive and social-emotional development via neurobiological mechanisms about which little is known. Most of the research on this topic has focused on children exposed to severe forms of caregiving adversity, such as maltreatment. Studies show that maltreatment during early childhood disrupts development of stress-response systems as well as neural systems including frontal-limbic and frontal-striatal circuitry, which in turn may lead to poor cognitive and social development. However, little is known about parenting quality near the normative range and the influence of interventions aimed to improve parenting during early childhood on developing neurobiological systems.
Research Status: Completed | Research Timeline: 2014 - 2016 | Research Category: Neurodevelopment | CLI Faculty: Susan L. Landry, Ph.D.
This multidisciplinary program of research directed by Dr. Ewing-Cobbs includes longitudinal natural history studies as well as clinical trials examining a variety of outcomes in children and adults with acquired or developmental conditions that affect brain development and/or function.
Research Status: Current | Research Timeline: 2022 - 2022 | Research Category: Neurodevelopment | CLI Faculty: Linda Ewing-Cobbs, Ph.D.
This project will explore how an afterschool program that combines narrative and storytelling approaches, STEM role models, and family supports, sparks elementary-age girls’ interest in STEM and fosters their STEM identity.
Research Status: Current | Research Timeline: 2021 - 2025 | Research Category: STEM | CLI Faculty: Tricia Zucker, Ph.D., Gloria Yeomans, Ph.D.
We will develop a generalizable professional development model, Core Coaching Competencies Professional Development (C3PD), that supports coaches who work with early childhood classroom teachers in diverse programmatic contexts (public school pre-K, Head Start, childcare).
Research Status: Current | Research Timeline: 2020 - 2024 | Research Category: Coaching and Training, Quality Improvement | CLI Faculty: April Crawford, Ph.D., Cheryl Varghese, Ph.D.
The objectives of this study are to investigate the benefit of varied coaching approaches on teachers’ understanding and instructional practices, benefit on low-income, preschool-age children’s literacy, language, and social development of two contrasting coaching approaches, and investigate the extent to which each model has lasting effects on teachers’ instructional practices, knowledge related to language and literacy development, and beliefs about teaching.
Research Status: Completed | Research Timeline: 2014 - 2018 | Research Category: Coaching and Training, Quality Improvement | CLI Faculty: Susan L. Landry, Ph.D., Tricia Zucker, Ph.D., April Crawford, Ph.D., Michael Assel, Ph.D.
The purpose of the CITT-ART study is to evaluate the effects of office-based therapy with home reinforcement on reading and attention outcomes for children with symptomatic Convergence Insufficiency (CI), a vision disorder.
Research Status: Completed | Research Timeline: 2015 - 2017 | Research Category: Early Literacy, Neurodevelopment | CLI Faculty:
This project examines how word definitions, contextual support, and cognate status affect fourth grade Spanish-speaking English learners’ (EL) understanding of unfamiliar words in text
Research Status: Completed | Research Timeline: 2015 - 2019 | Research Category: Early Literacy, Bilingual and EL | CLI Faculty:
Researchers will evaluate the impact of two theoretically distinct versions of an intervention called Developing Talkers (DT) that uses a Multi-tiered System of Support (MTSS).
Research Status: Current | Research Timeline: 2019 - 2025 | Research Category: Early Literacy | CLI Faculty: Tricia Zucker, Ph.D.