Resource Library

This study reported the development and initial validation of the Survey of Parent/Provider Expectations and Knowledge (SPEAK), a self-administered questionnaire assessing expectations and knowledge about early childhood cognitive and language development.

This study aimed to investigate the impact of different types of scaffolds on the writing regulatory skills of a cohort of Iranian learners of English (N = 120).

Many most well-known charter schools in the United States use a "No Excuses" approach. We conduct the first meta-analysis of the achievement impacts of No Excuses charter schools, focusing on experimental, lottery-based studies.

Aims: In this study, we aimed to examine whether five-year-old children with varying first-language (L1) vocabulary skills benefitted differentially from second-language (L2) teacher-led group talk and peer-play talk when acquiring L2 vocabulary in preschool contexts.

The effectiveness of bilingual programs for promoting academic achievement of language minority children in the United States has been examined in six meta-analyses. The present meta-analytic study investigates this topic for the first time in the European context.

This meta-analysis reports the results of a systematic synthesis of primary studies on the effectiveness of computer-mediated communication (CMC) in second language acquisition (SLA) for the period 2000-2012.

This 5-month ethnographic comparative case study of two culturally and linguistically diverse U.S.

The effectiveness of bilingual programs for promoting academic achievement of language minority children in the United States has been examined in six meta-analyses. The present meta-analytic study investigates this topic for the first time in the European context.

This meta-analysis reports the results of a systematic synthesis of primary studies on the effectiveness of computer-mediated communication (CMC) in second language acquisition (SLA) for the period 2000-2012.

A systematic review was conducted to produce an up-to-date and comprehensive summary of qualitative and quantitative evidence specific to the factors related to undergraduate Latina/o student academic success outcomes during college.