Sandra Dunagan Deal Center for Early Language and Literacy Announces Grant Awardees

2025 Research Grant Initiative For Early Language and Literacy Practices

In December 2024, the Sandra Dunagan Deal Center for Early Language and Literacy awarded five new research grants as part of its sixth annual Research Grant Initiative for Implementation Research to Improve Early Language and Literacy Outcomes. 

This initiative provides University System of Georgia institutions and state agencies funding to conduct implementation research around early language and literacy practices for children birth through age eight that create the conditions for all children to be on the path to third grade reading proficiency. Each awardee designed a study using implementation science principles to examine practices that foster early language and literacy within the context of birth through age eight service and educational systems. Each recipient is awarded up to $50,000 for project implementation from January 15, 2025, to December 31, 2025. 

This year’s awardees are:  

  • Georgia Southern, Dr. Sally Brown, “PAGES+ Literacy Initiative: Parents and Generations Engaging Through Stories and Language” 

  • Georgia State University, Dr. JeanMarie Farrow, “Rethinking Practice-Based Learning Theory in the AI Era: A Structured Composing Tool to Enhance Early Literacy and Language Development” 

  • Georgia Gwinnett College, Dr. Jennifer Green, “EXCEL EXCEL Afterschool Tutoring Program” 

  • Georgia State University, Dr. Brennan Chandler, “Supporting Paraeducators in Enhancing Language and Literacy” 

  • University of Georgia College of Public Health, Dr. Grace Bagwell Adams, “Prioritizing the Building Blocks for Co-Regulation and Language Development with Families of Hospitalized Newborns: Nurturing a Community of Practice for Home Visitors” 

Founded in 2017, the Deal Center’s statewide mission is to increase the early language and literacy skills of Georgia’s children by conducting and supporting research in the field to find sustainable and scalable solutions and disseminating evidence-based practices in early language and literacy development, effective instruction, and professional development. We also provide evidence-based professional development for individuals and organizations working with children and offer monetary awards to community organizations in Georgia looking to utilize evidence-based practices to lead their communities to improved language and literacy outcomes.  

An informational webinar was held to discuss the grant, eligibility, the review process, and implementation science. Watch the webinar below if you weren’t able to attend, and download Dr. Sycarah Fisher’s slides on implementation science.

Past Awardees

FY 24

  • Augusta University, Dr. Rebecca G. Harper, “Building Foundational Literacy Skills Through Collaborative and Family Partnerships”

  • Dalton Public Schools, Malisa Pedro, “Beyond the Basics: Expanding the Community"

  • Furlow Charter School, JoAnna Arnold, “Project-Based Learning, Transdisciplinary Literacy, Equity Lens: A Mixed Method Study Facilitated to Examine Teacher Identities and Student Impact”

  • University of Georgia, Dr. Kevin M. Ayres, “Development of a Research Informed Classroom Tool for Evaluating Special Educators Implementation of Read Aloud"

  • University of Georgia, Dr. Erin Hamel, “The Talkative Teacher Project: Reducing Job-Related Stress to Improve Communication in Preschool Classrooms”

  • University of Georgia, Dr. Kristin L. Sayeski, “Using a University-Practice Partnership as a Lever for the Training and Delivery of a Summer Early Literacy Intervention"

  • Valdosta State University, Dr. Matthew Carter, “Using Pre-Service SLPs to Increase Access to Early-Reading Intervention”

FY 23

CSRA RESA, Kayce Tyler, The ‘Head Start’ Before Head Start, Early Language Access is a Head Start for Three and Four-Year-Old Children in Warren County, GA

Augusta University, Dr. Kim Barker, Scaling Up CLIMBE: Implementation of Collaborative Learning in Multi-Sensory Based Environments

Kennesaw State University, Dr. Megan Adams, WRITE@KSU: Expanding the Partnership with Marietta City Schools

Augusta University, Dr. Rebecca Harper, Augusta University’s Implementation Research to Improve Early Language and Literacy Outcomes

FY 22

Augusta University, Dr. Kim Barker, Implementation of CLIMBE: Collaborative Learning in Multi-Sensory Based Environments for Early Childhood

Dalton State College, Dr. Jacquelyn Mesco, The Roadrunner Reading Clinic: Conception to Implementation

University of Georgia Research Foundation, Inc., Dr. Hannah Krimm, Language Use During Face-to-Face and Virtual Shared Book Reading

University of West Georgia, Dr Lama Farran, Talk with Me Baby with Natural Helpers: Teaching, Speech-Language Pathology, and Nursing Professions’ Early Language Knowledge

FY 21

Emory University School of Nursing, Dr. Susan Brasher and Ms. Kimberly Ross, Impacting Early Language Development through Talk With Me Baby Training for Nurses and Allied Health Professionals: Exploring Curriculum Modalities for Universal Access

Georgia Southern University, Drs. Sally Brown and Nedra Cossa, An Inclusive and Responsive Approach to Decoding Print with Young Learners in Hybrid and Virtual Learning Environments

Georgia State University, Dr. Chenyi Zhang, Supporting early childhood teachers’ literacy instruction during COVID-19 pandemic: A trauma-informed professional learning approach.

FY 19

The University of Georgia , Drs. Cynthia Vail and Rebecca Lieberman-Betz, Effects of Technology-Supported Peer Coaching on Infant-Toddler Teachers’ Responsive Interactions

The Georgia Department of Public Health, Dr. Susan Brasher and Ms. Kimberly Ross, Impacting early language development through Talk With Me Baby training for nurses: Exploring Timing, Setting, and Feasibility of Implementation and Sustainability

Georgia State University, Drs. Rihana S. Mason and Gary Bingham, Growing Language Outcomes Within Family Childcare (Project G.L.O.W. FCC)