Resource Library

The purpose of this review of the literature was to collect and critically review the research literature on the impact of culturally based education programs, known collectively as Culturally Based Education, on the school performance of American Indian, Alaska Native, and Native Hawaiian children.

The purpose of this review of the literature was to collect and critically review the research literature on the impact of culturally based education programs, known collectively as Culturally Based Education, on the school performance of American Indian, Alaska Native, and Native Hawaiian children.

This study provides findings on the number of ELs, their backgrounds, and the "instructional services they received in grades K-12 in public schools in the United States for SY 2001-02." This study includes a special focus on ELs with disabilities who are identified as being in need of spe

Data from three well-documented American Indian language immersion programs (teaching Navajo, Hawaiian, and Keres) and from an ongoing large comparative study of language shift/retention in six Indian school-community sites suggest that immersion schooling can serve the dual roles of promoting stude

Most definitions of learning disabilities (LD) include a qualification that adequate general education instruction was received and the child with LD did not benefit. Rarely is this tenet assessed in either practice or research before a diagnosis is made.

This two-year, longitudinal study compared the spelling development of two novel English phonemes (/^<</ and /I,/) among 35Cantonese-speaking primary level children learning English as a second language (ESL) and37 English-speaking (L1) children.

The present study compared lexical and visual-orthographic processing in the spelling performance of 30 Cantonese Chinese children who are English as a second language (ESL) learners to that of 33 native English-speaking (L1) children.