Resource Library

This study examined the role of science domain knowledge, reading motivation, and decoding skills in reading comprehension achievement in third-grade students who are English learners (ELs) and students who are monolingual, using a nationally representative data set.

This article reports on findings from a multiyear implementation of the Learning Through Performance (LTP) in Middle School project. The LTP uses Project-Based Learning and Performance-Based Assessment approaches to teach the Next Generation Science Standards (NGSS).

The goal of the nine family and caregiver activity sheets in this educator's guide is to provide families and caregivers with simple, fun activities they can use with their children to strengthen their language.

This article reports on initiatives implemented to increase family engagement of English learners (ELs) in several culturally and linguistically diverse school districts in the Midwest.

The U.S. Department of Education recommends teachers use intensive small-group instruction to teach reading to English learners (ELs). The instruction should include the five core reading elements: phonological awareness, phonics, reading fluency, vocabulary, and comprehension.

A Multitiered System of Supports (MTSS) focusing on improving literacy instruction and special education referrals for English learners (ELs) in grades K-3 was developed and implemented through a university-school district collaboration in three rural elementary schools.

This study describes the characteristics of English learner (EL) students in grades 3-8 and the schools they attended in Cleveland. It examined the EL students' performance on statewide math, English language arts, and English language proficiency assessments in 2011/12-2016/17.

The authors of this study used a large, representative sample (n=4,524) of 9- to 10-year-olds to study the claim that bilingualism affords a cognitive advantage, particularly in the area of executive functioning (e.g., inhibitory control, cognitive flexibility).

This article describes a pedagogical approach for enhancing reading comprehension that was employed in a Spanish heritage after-school program with third to fifth graders.

Understanding the concept of the precision of language is important to understanding the alignment of English language proficiency standards and content standards.