2025-26 Research Grant Initiative For Early Language and Literacy Practices
The Deal Center's research grant program aims to improve the implementation of evidence-based practices supporting early language and literacy development for children from birth to age 8. It funds projects studying how to adopt, sustain, and scale these practices in real-life settings, focusing on the Get Georgia Reading framework’s four pillars: Language Nutrition, Access, Positive Learning Climate, and Teacher Preparation.
Award Limits
Up to $250,000 will be awarded in FY25, with individual grants capped at $50,000 for a one-year project running from February 1, 2025, to January 31, 2026.
Timeline
Application Opens: October 8, 2024
Webinar: October 18, 2024 – 10:00 AM
Application Deadline: November 18, 2024, 11:59 PM
Award Notification: December 16, 2024
Project Period: February 1, 2025 – January 31, 2026
Eligible Applicants
University System of Georgia (USG) or Georgia state agencies. Non-USG institutions and independent researchers may co-apply with an eligible agency/institution or may receive up to $24,000 if applying without a state partner. Cross-sector collaboration with at least one partner organization is required.
Examples of previously awarded applicants include:
The Georgia Department of Public Health and Emory University School of Nursing
Georgia State University and the Rollins Center/Atlanta Speech School
The University of Georgia and the Childhood Development Lab at McPhaul.
Application Requirements
Applicants must submit:
Abstract (500 words)
Research plan (8 pages) addressing impact, relevance to Get Georgia Reading pillars, innovation, research strategy, qualifications, and environment.
Bibliography
Budget worksheet and justification
Investigator CVs/resumes
Letters of support from partner organizations
Evaluation Criteria
Applications will be scored based on potential impact, relevance, innovation, research strategy, and investigator qualifications, with external reviewers assessing submissions.
Grantee Requirements
Grantees must submit mid-term and final reports, present findings at Deal Center events, conduct at least one conference presentation, and acknowledge Deal Center support in all materials.
Use of Funds
Funds may not be used to replace funding, for capital improvements, vehicle purchases, food, or unrelated expenses. Indirect costs are capped at 10%.”
Download the Deal Center’s Implementation Science Research Grant RFA.
Contact: If you have questions or issues related to the RFA, please email joseph.wenke@gcsu.edu or call 478-445-8500.
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.
Sandra Dunagan Deal Center for Early Language and Literacy Announces Grant Awardees
2024-25 Research Grant Initiative For Early Language and Literacy Practices
In December 2023, the Sandra Dunagan Deal Center for Early Language and Literacy awarded seven new research grants as part of its fifth 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, 2024, to December 31, 2024.
This year’s awardees are:
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”
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.
Past Awardees
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)