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Children from Latinx families bring rich and varied literacy practices and cultural models to their classrooms. When teachers are able to recognize these assets, they have opportunities to make their teaching more responsive and engaging.

This research adopts a collective case study to explore the quantity (time allocations for key literacy components and group configurations) and the quality of English language arts (ELA) instruction for Grade 1 English language learners (ELLs) acro

This multisite qualitative case study explores ways in which instructional coaching focused on English language development (content)and teachers’ individual beliefs (process) can help general education and dual language bilingual education elementary teachers work within and through perceived in

Scripted literacy programs are frequently used with designated English learners (ELs) as an intervention to address below–grade-level reading comprehension.

Bilingual children are a more heterogenous group than their monolingual counterparts with respect to the sources of variation in their language learning environments, as well as the wide individual variation in their language abilities.