My research focuses on developing and studying technology-based interventions to improve professional development and reading instruction in urban schools. In fall 2014, I launched an IES-funded research project with Rip Correnti, Donna Bickel and Dena Zook-Howell from the Institute for Learning to develop a web-based professional development system for teachers to improve the quality of reading comprehension instruction. This work is currently being expanded to focus on using web-based technologies to train and support literacy coaches in their work with teachers. In addition to investigating the instrucdtional effects of our programs, we also are interested in understanding how teachers' thinking about their practice develops through structured reflections with a coach on videotapes of their classroom text discussions, and how this reflective practice is linked to improved dialogic reading instruction.
A second strand of my research focuses on assessing and improving students' text-based argument writing skills in the elementary and middle school grades. In 2015 I launched a second study focused on developing a new curricula to support reading comprehension and text-based argument writing in middle schools. This project is with Amy Crosson, Moddy McKeown and Rip Correnti. In 2016 , my colleagues (Diane Litman and Rip Correnti) and I began a third study developing and studying an automated essay scoring system that also provides feedback to students on drafts of their argument essays. Both of these studies also are funded by the Institute for Education Sciences.
For Argument's Sake: Applying Questioning the Author Techniques To Support Comprehension and Composition of Written Arguments. Institute of Education Sciences (2015-2018). Other investigators: Amy Crosson (PI), Margaret McKeown, and Richard Correnti,
Web-Mediated Professional Development for High-Quality Reading Comprehension Instruction Institute of Education Sciences (2014-2018), Principal Investigator, Other investigators: Richard Correnti, Donna DiPrima Bickel
Content-Focused Coaching for High-Quality Reading Instruction
Institute of Education Sciences
Total cost: $2,946,865
Project title: Principal Investigator
Other investigators: Donna Bickel, Lauren Resnick, Brian Junker
James S. McDonnell Foundation (2018-2023) Teacher Learning to Enact Productive Discussions in Mathematics and Literacy. Other investigators: Mary Kay Stein (PI), Richard Correnti, Jennifer Russell, & Chris Schunn
Institute of Education Sciences (2016-2019) Response-to-Text Tasks to Assess Students' Use of Evidence and Organization in Writing: Using Natural Language Processing for Scoring Writing and Providing Feedback At-Scale Other investigators: Diane Litman (PI), Richard Correnti
Response-To Text Prompts to Assess Students' Writing Ability: Using Natural Language Processing for Scoring Writing At-Scale
Learning Research and Development Center
Total cost: $149,978
Project title: Co-Principal Investigator
Other investigators: Richard Correnti, Diane Litman
Matsumura, L. C., Correnti, R., Walsh, M., Bickel, D. D., & Zook-Howell, D. (2019). Online Content-Focused Coaching to improve classroom text discussion quality. Technology, Pedagogy and Education, 28(2), 191-215.
Wang, E. L., & Matsumura, L. C. (2019). Text-based writing in elementary classrooms: Teachers' conceptions and practice. Reading and Writing, 32(2), 405-438.
Wang, E., Matsumura, L. C., & Correnti, R. (2018). Teachers' assessments of student thinking and reasoning in response to cognitively demanding writing tasks. Elementary School Journal, 18(3), 357-383
Rahimi, Z., Litman, D., Correnti, R., *Wang, E., & Matsumura, L.C., (in press). Assessing students' use of evidence and organization in response to text writing: Using natural language processing for rubric-based automated scoring. Journal of Artificial Intelligence in Education.
Matsumura. L.C., & Correnti, R., & Wang, E. (2015). Classroom writing tasks and students' analytic text-based writing skills. Reading Research Quarterly, 50(4), 417-438.
Matsumura, L.C., & Garnier, H.E. (2015). Embedding discursive teaching in the practice of a large school district. In Resnick, L.B., Asterhan, C.A. & Clarke, S.N. (Eds.) Socializing intelligence through academic talk and dialogue. Washington, DC: American Educational Research Association.