Collaborations and Affiliates

	Created in the spring of 2008 with a major commitment from the Meadows Foundation of Dallas, MCPER is a collaboration of researchers from multiple disciplines and sites, including the Vaughn Gross Center for Reading and Language Arts in The University of Texas at Austin College of Education.
	Promoting Adolescents’ Comprehension of Text (PACT), is designed to answer key questions about the role of cognitive processes, motivation, engagement, and components of interventions to improve reading comprehension. During 5 years, the project will conduct a series of integrated research studies with the following overarching aims: Improve the knowledge of cognitive processes associated with reading comprehension to identify malleable processes that may be targets for intervention Provide knowledge about the role of engagement and motivation in enhancing reading comprehension outcomes Integrate and apply the findings from these studies and the empirical bases to develop and test the efficacy of interventions for students with reading comprehension difficulties in grades 7 through 12
	Valley Speech Language and Learning Center was established in 1993 by Dr. Elsa Cárdenas-Hagan.  Our center is dedicated to providing comprehensive speech and academic language evaluations in addition to empirically validated treatment programs.  The center also provides professional development services for teachers and therapists interested in providing effective interventions for language and literacy development.
	CAL has earned a national and international reputation for its contributions to the fields of bilingual, English as a second language, literacy, and foreign language education; dialect studies; language policy; refugee orientation; and the education of linguistically and culturally diverse adults and children.
	The Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE) had a focused program of research designed to address the critical challenge of improving educational outcomes of English learners in content area classrooms by enhancing the empirical research base for readers in Grades 4–8, developing and testing effective interventions that promote content knowledge and language and literacy development simultaneously, investigating the features of instruction and scaffolds that facilitate learning for English learners in content area classrooms (e.g., oral language development, shared interactive reading, direct vocabulary instruction, traditional text v. modified text), designing, testing, and delivering professional development that ensures that teachers implement effective classroom practices to help English learners achieve high standards, and implementing a comprehensive school-wide intervention delivering curricula, professional development, and coaching sessions for content area teachers.
	Drawing on its eight decades of experience in the world of energy, Repsol has formed a qualified, diverse and enthusiastic team, ready to meet the commitment to a guaranteed energy supply, by using technological innovation, resource optimisation, energy efficiency and the search for new, sustainable energy sources.
	Since its foundation, Toyota has been using its Guiding Principles to produce reliable vehicles and sustainable development of society by employing innovative and high quality products and services.