Resource Library

This meta-analysis synthesizes the last two decades of experimental and quasiexperimental research on reading instruction across academic contexts (e.g., social studies, science, mathematics, English language arts) for English learners (ELs) in grades 4 through 8, to determine (a) the overall effect

A random sample of middle school teachers (grades 6-9) from across the United States was surveyed about their use of writing to support students' learning. The selection process was stratified so there were an equal number of English language arts, social studies, and science teachers.

This article provides useful research-based information for educators and others seeking to support English learners (ELs) at the secondary level in social studies, science, and mathematics.

Considering a Latin@ fifth-grade dual-language classroom (Spanish/English) as a community of practice, this paper explores how a bilingual teacher and her bilingual students, as members of such community, utilize translanguaging (GarcA-a, 2009) as a learning and teaching tool in social studies and s

Many nine- and ten-year-old boys find reading interesting but begin to feel insecure about themselves as readers and avoid reading whenever they can.

Students learn through connections when understanding is enhanced by a more holistic view of the content. When mathematics is presented from diverse perspectives, students with diverse backgrounds, expectations, histories, and experiences benefit greatly.

Arab-Americans and Muslim-Americans live within the United States surrounded by misconceptions about their culture and religion, in part because of the limited inclusion of positive contributions by these groups within the social studies curriculum.

This paper reports on a design experiment (Brown, 1992) where we explored how providing a linguistic support for understanding historical documents affected students comprehension of historical documents and their disciplinary literacy.