Child Research and Study Center (CRSC)
The Child Research and Study Center is one of the organized research Centers in the School of Education of the University at Albany. The Center was founded over 40 years ago under the joint auspices of the University and the Albany Medical College to provide diagnostic and consultation services to individuals and agencies in the community on behalf of learning disabled children and to conduct research in the study of learning disabilities and other developmental disorders.
Currently, the Center is jointly affiliated with the Department of Educational and Counseling Psychology and the Department of Reading, both in the School of Education. It has three major missions: (1) to conduct research in the study of normal and abnormal development, especially as related to school learning; (2) to provide training and field experience in research for graduate and undergraduate students in the School of Education and the University at large; (3) to provide professional development and consultation services to local, state, and national educational agencies and personnel to facilitate improved instruction and improved student learning, especially in the acquisition of literacy and related skills and (4) to provide diagnostic assessment and consultation services on behalf of learners encountering difficulty in literacy acquisition and development, in support of student training and research.
Center research has been primarily supported by external funds procured through grants from agencies such as the National Institute of Child Health and Human Development, and the U.S. Department of Education Institute of Education Sciences (IES) and the Fund for the Improvement of Post Secondary Education (FIPSE), among others. Researchers affiliated with the Center enjoy a national and international reputation, especially in the study of reading development and reading disability (dyslexia).
For well over two decades, research conducted by Center faculty and students has been primarily focused on early identification and early intervention on behalf of early elementary and pre-school children at risk for early reading difficulties and with the development of instructional techniques and formats for preventing long-term reading difficulties in such children. In more recent years, our intervention research has focused on struggling readers in the intermediate and middle school grades and on providing teacher educators, especially adjunct and early career teacher educators, with opportunities to enhance their knowledge related to instruction and intervention for early literacy learners and materials that they can use to help develop teachers' knowledge on these critical topics.