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Grant Writing

Whether you are just starting your project or need feedback on your final draft, our team can help you clearly present your vision and submit a viable grant application.

Our team has led or supported research and programmatic grant initiatives worth a total of more than $8 million. We have demonstrated expertise in grant writing with successful applications to the following funding agencies:

  • U.S. Department of Education, Institute of Educational Sciences
  • U.S. Department of Education, Office of English Language Acquisition
  • Massachusetts Department of Education, Office of Reading
  • California Postsecondary Education Commission Improving Teacher Quality Grants Program

Our research acumen related to coaching and literacy is unparalleled.

Selected publications

  • Lawrence, J. F., Hagen, Å.M., Hwang, J.K., Lin, G., & Lervåg, A. (2019). Academic vocabulary and reading comprehension: exploring the relationships across measures of vocabulary knowledge. Reading and Writing.
  • Ippolito, J., Dobbs, C. L., & Charner-Laird, M. (2019). Disciplinary literacy inquiry and instruction. West Palm Beach, FL: Learning Sciences International.
  • Chen, S., Lawrence, J. F., Zhou, J., Min, L. & Snow, C.E. (2019). The Efficacy of a Book Reading Intervention on Vocabulary Development of Young Uyghur Children: A Randomized Controlled Trial. Early Childhood Research Quarterly.
  • Fahey, K., Breidenstein, A., Ippolito, J., & Hensley, F. (2019). An uncommon theory of school change: Leadership for reinventing schools. New York: Teachers College Press.
  • Taylor, K. S., Lawrence, J. F., Connor, C. M., & Snow, C. E. (2018). Cognitive and linguistic features of adolescent argumentative writing: Do connectives signal more complex reasoning? Reading and Writing. Argumentative Organizer
  • Ippolito, J., Condie, C., Blanchette, J., & Cervoni, C. (2018). Learning science and literacy together: Professional learning that supports disciplinary literacy instruction for our youngest learners. Science & Children. 56(4), 91-95.
  • Ippolito, J., & Bean, R. M. (2018). Unpacking coaching mindsets: Collaboration between principals and coaches. West Palm Beach, FL: Learning Sciences International.
  • Hwang, J. K., Lawrence, J. F., & Snow, C. E. (2017). Defying expectations: Vocabulary growth trajectories of high performing language minority students. Reading and Writing, 30(4), 829–856. (online first edition)
  • Dobbs, C. L., Ippolito, J., & Charner-Laird, M. (2017). Investigating disciplinary literacy: A framework for collaborative professional learning. Cambridge, MA: Harvard Education Press.
  • Grøver, V., Lawrence, J. F., & Rydland, V. (2016). Bilingual preschool children’s second-language vocabulary development: The role of first-language vocabulary skills and second-language talk input. International Journal of Bilingualism, 76, 136700691666638.
  • Charner-Laird, M., Ippolito, J., & Dobbs, C. L. (2016). The roles of teacher leaders in guiding PLCs focused on disciplinary literacy. Journal of School Leadership, 26(6), 975-1001.
  • Dobbs, C. L., Ippolito, J., & Charner-Laird, M. (2016). Scaling up professional learning: Technical expectations and adaptive challenges. Professional Development in Education.
  • Bean, R. M., & Ippolito, J. (2016). Cultivating coaching mindsets: An action guide for literacy leaders. West Palm Beach, FL: Learning Sciences International.
  • Ippolito, J., Dobbs, C. L., Charner-Laird, M., & Lawrence, J. (2016). Delicate layers of learning: Achieving disciplinary literacy requires continuous, collaborative adjustment. JSD, 37(2), 34-38.
  • Dobbs, C. L., Ippolito, J., & Charner-Laird, M. (2016). Layering intermediate and disciplinary literacy work: Lessons learned from a secondary social studies teacher team. Journal of Adolescent & Adult Literacy, 60(2), 131-139.
  • Lawrence, J. F., Francis, D., Paré-Blagoev, E.J., & Snow, C. E. (2017). The Poor Get Richer: Heterogeneity in the Efficacy of a School-Level Intervention for Academic Language. Journal of Research on Educational Effectiveness, 10(4), 767–793. (online first edition)
  • Hwang, J. K., Lawrence, J. F., Collins, P., & Snow, C. (2017). Vocabulary and reading performances of redesignated fluent English proficient students. TESOL Quarterly, 51(4), 757–786.
  • Lin, A.R., Lawrence, J.F., Snow, C.E., & Taylor, K. (2016). Assessing adolescents’ communicative self-efficacy to discuss controversial issues: Findings from a randomized study of the Word Generation program. Theory and Research in Social Education, 44(3), 316-343
  • Lawrence, J. F., Niiya, M., & Warschauer, M. (2016). Narrative writing in digital formats: Interpreting the impact of audience. Psychology of Language and Communication, 20(1).
  • Lin, A. R., Lawrence, J. F., & Snow, C. E. (2015). Teaching urban youth about controversial issues: Pathways to becoming active and informed citizens. Citizenship, Social and Economics Education, 14(2), 103–119.
  • Lawrence, J. F., Hinga, B., Mahoney, J. L., & Vandell, D. L. (2015). Summer activities and vocabulary development: Relationships across middle childhood and adolescence. International Journal for Research on Extended Education, 3(1), 71-93.
  • Lawrence, J. F., Crosson, A. C., Paré-Blagoev, E. J., & Snow, C. E. (2015). Word Generation randomized trial: Discussion mediates the impact of program treatment on academic word learning. American Educational Research Journal, 52(4), 750-786.
  • Zheng, B., Lawrence, J. F., Warschauer, M., & Lin, C.-H. (2015). Middle school students’ writing and feedback in a cloud-based classroom environment. Technology, Knowledge and Learning, 20(2), 201–229.
  • Lawrence, J. F., Rolland, R. G., Branum-Martin, L., & Snow, C. E. (2014). Generating vocabulary knowledge for at-risk middle school readers: Contrasting program effects and growth trajectories. Journal of Education for Students Placed at Risk, 19(2), 76–97.
  • Ippolito, J., Dobbs, C. L., & Charner-Laird, M. (2014). Bridge builders: Teacher leaders forge connections and bring coherence to literacy initiative. JSD, 35(3), 22-26.
  • Ippolito, J., & Pomerantz, F. (2013/2014). Protocols as essential tools for literacy professional learning communities in the common core era. Massachusetts Reading Association Primer, 42(2), 44-55.
  • Yim, S., Warschauer, M., Zheng, B., & Lawrence, J. F. (2014). Cloud-based collaborative writing and the Common Core Standards. Journal of Adolescent & Adult Literacy, 58(3), 243–254.
  • Hwang, J. K., Lawrence, J. F., Mo, E., & Snow, C. E. (2014). Differential effects of a systematic vocabulary intervention on adolescent language minority students with varying levels of English proficiency. International Journal of Bilingualism, 19(3), 314–332.
  • Rydland, V., Grøver, V., & Lawrence, J. F. (2014). The second-language vocabulary trajectories of Turkish immigrant children in Norway from ages five to ten: The role of preschool talk exposure, maternal education, and co-ethnic concentration in the neighborhood. Journal of Child Language, 41(2), 352–381.
  • Ippolito, J., Lawrence, J. F., & Zaller, C. (Eds.). (2013). Adolescent literacy in the era of the common core: From research into practice. Cambridge, MA: Harvard Education Press.
  • Lawrence, J. F., Galloway, E. P., Yim, S., & Lin, A. (2013). Learning to write in middle school? Insights into adolescent writers’ instructional experiences across content areas. Journal of Adolescent & Adult Literacy, 57(2), 151–161.
  • Lawrence, J. F., Capotosto, L., Branum-Martin, L., White, C., & Snow, C. E. (2012). Language proficiency, home-language status, and English vocabulary development: A longitudinal follow-up of the Word Generation program. Bilingualism: Language and Cognition, 15(3), 437–451.
  • Lawrence, J. F. (2012). English vocabulary trajectories of students whose parents speak a language other than English: Steep trajectories and sharp summer setback. Reading and Writing, 25(5), 1113–1141.
  • Snow, C. E., Lawrence, J. F., & White, C. (2009). Generating knowledge of academic language among urban middle school students. Journal of Research on Educational Effectiveness, 2(4), 325–344.
  • Lawrence, J. F. (2009). Summer reading: Predicting adolescent word learning from aptitude, time spent reading, and text type. Reading Psychology, 30(5), 445–465.
  • Fahey, K., Lawrence, J. F., & Paratore, J. R. (2007). Using electronic portfolios to make learning public. Journal of Adolescent & Adult Literacy, 50(6), 460 – 471.

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